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GRADE 5
Grammar
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Contents
Grammar
Unit 1
Unit 3
Unit 5
Goin’ Someplace Special
The Catch of the Day,
A Trickster Play
Valley of the Moon
•Sentences
Transparency 1, 2, 3, 4, 5
Shiloh
•Subjects and Predicates
Transparency 6, 7, 8, 9, 10
Time for Kids:
Maya Lin, Architect of Memory
•Sentence Combining
Transparency 11, 12, 13, 14, 15
The Night of San Juan
•Complex Sentences
Transparency 16, 17, 18, 19, 20
Sleds on Boston Common
•Run-On Sentences
Transparency 21, 22, 23, 24, 25
•Action Verbs
Transparency 51, 52, 53, 54, 55
The Golden Mare, the Firebird,
and the Magic Ring
•Verb Tenses
Transparency 56, 57, 58, 59, 60
Time for Kids:
Tricky Tales
•Main and Helping Verbs
Transparency 61, 62, 63, 64, 65
Blancaflor
•Linking Verbs
Transparency 66, 67, 68, 69, 70
The Unbreakable Code
•Irregular Verbs
Transparency 71, 72, 73, 74, 75
•Independent and Dependent
Clauses
Transparency 101, 102, 103, 104, 105
Black Cowboy Wild Horses
•Independent and Dependent
Clauses
Transparency 106, 107, 108, 109, 110
Time for Kids:
A Historic Journey
•Adjectives that Compare
Transparency 111, 112, 113, 114, 115
Davy Crockett Saves the World
•Comparing with More and
Most
Transparency 116, 117, 118, 119, 120
When Esther Morris Headed
West
•Comparing with Good and Bad
Transparency 121, 122, 123, 124, 125
Unit 2
Unit 4
Unit 6
Hidden Worlds
Spirit of Endurance
Miss Alaineus
•Common and Proper Nouns
Transparency 26, 27, 28, 29, 30
Rattlers!
•Singular and Plural Nouns
Transparency 31, 32, 33, 34, 35
Time for Kids:
These Robots Are Wild!
•More Plural Nouns
Transparency 36, 37, 38, 39, 40
Up in the Air: The Story of
Balloon Flight
•Possessive Nouns
Transparency 41, 42, 43, 44, 45
Hurricanes
•Plurals and Possessives
Transparency 46, 47, 48, 49, 50
© Macmillan/McGraw-Hill
•Pronouns and Antecedents
Transparency 76, 77, 78, 79, 80
Ultimate Field Trip 5:
Blasting Off to Space Academy
•Subject and Object Pronouns
Transparency 81, 82, 83, 84, 85
Time for Kids:
Heroes in Time of Need
•Pronoun-Verb Agreement
Transparency 86, 87, 88, 89, 90
Zathura
•Possessive Pronouns
Transparency 91, 92, 93, 94, 95
Skunk Scout
•Pronouns, Contractions, and
Homophones
Transparency 96, 97, 98, 99, 100
•Adverbs
Transparency 126, 127, 128, 129, 130
Bravo, Tavo!
•Adverbs that Compare
Transparency 131, 132, 133, 134, 135
Time for Kids:
A Dream Comes True
•Negatives
Transparency 136, 137, 138, 139, 140
Weslandia
•Prepositions and
Prepositional Phrases
Transparency 141, 142, 143, 144, 145
The Gri Gri Tree
•Sentence Combining
Transparency 146, 147, 148, 149, 150
iii
Review
Model/Guided
Practice Routine
Example Statement: There is a camel in
the classroom.
1. Define explicitly.
Example Question: Is there a camel in
the classroom?
Practice: Identify statements and
questions.
1.I brought my pet camel to school.
2.Do you have a pet camel?
3.Didn’t you know I had a pet camel?
4.The way camels smell bothers me.
5.Are you kidding me?
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write three questions
that you’d like to ask
the author of a story.
Then write possible
answers to those
questions.
ANSWERS
1. statement
2. question
3. question
4. statement
5. question
Introduce the Concept
Grammar Transparency 1
Sentences
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example Command: Do your homework,
Heather.
1. Define explicitly.
Example Exclamation: How great that is!
Practice: Identify commands
and exclamations.
1.Chinese food is my favorite!
2.Eat all of your rice.
3.Not pizza again!
4.Come help me with this.
5.Quick, open the window!
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Make a list of
questions, commands,
and/or exclamations
that might help
people learn how to
identify discrimination
and avoid it in their
own behavior.
ANSWERS
1. exclamation
2. command
3. exclamation
4. command
5. command
Teach the Concept
Grammar Transparency 2
Sentences
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example Question: Have you ever flown in an
airplane?
1. Define explicitly.
Practice: Name the type of sentence
and use the correct punctuation.
Question = ?
Exclamation = !
Command = . or !
1.Oh, boy, that was great
2.That’s wonderful
3.Do you want to come with us
sometime
4.Come with us, now
5.Come with us, please
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a letter to
a story or book
character who
has experienced
discrimination. Use
a variety of sentence
types in your writing
and pay attention to
proper capitalization
and punctuation.
ANSWERS
1. exclamation; !
2. exclamation; !
3. question; ?
4. command; . or !
5. command; .
Review and Practice
Grammar Transparency 3
Sentences
© Macmillan/McGraw-Hill
Practice: Name the type of sentence.
Use the correct punctuation.
1.Hand me your permission slips
2.This is my first field trip
3.You’re kidding
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4.Ms. Garcia, where are we going
4. Review answers and
provide corrective
feedback.
5.We’re going to the Science Museum
5. Have students reread
the sentences to a
partner to develop
fluency.
6.Why do you say that
7.Well, let’s go then
8.Everyone, get on the bus
9.Can I sit next to you
10.Come on, sit here
6. Connect to writing.
Write a journal entry
about a time when
you felt that someone
had discriminated
against you for some
reason. Use all four
sentence types in your
writing.
ANSWERS
1. command; .
2. statement; .
3. exclamation; !
4. question; ?
5. statement; .
6. question; ?
7. command; . or !
8. command; .
9. question; ?
10. command; . or !
Review and Proofread
Grammar Transparency 4
Sentences
© Macmillan/McGraw-Hill
Practice: Use correct punctuation.
Model/Guided
Practice Routine
1. Define explicitly.
Heather, you won’t believe where we
went on our vacation (1) We visited
the Grand Canyon (2) What an
amazing place (3) I thought it was
going to be a very boring trip (4)
I was wrong (5) How huge the
Canyon is (6) I took something like
100 pictures with my camera (7) I
couldn’t believe it when my dad said
it was time to go (8) I said, “Dad,
it can’t be time to go (9) Are you
kidding (10) We just got here (11)
When can we come back (12)” Well,
he meant it was time to go set up
camp (13) Can you believe it (14)
How incredible camping was at the
Grand Canyon (15) Heather, listen to
me (16) Talk your parents into taking
you there (17) Believe me (18) It’s
so amazing (19) Are you listening to
me (20)
Assess and Reteach
Grammar Transparency 5
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a fictional
narrative in which the
characters stand up
for their rights. Use
a variety of sentence
types to describe
the characters and
setting.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. . or !
11. . or !
2. .
12. ?
3. !
13. .
4. .
14. ?
5. . or !
15. !
6. !
16. .
7. .
17. .
8. . or !
18. .
9. !
19. !
10. ?
20. ?
Sentences
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example Sentence: The gray squirrel ran
up a tree.
simple subject: squirrel
complete subject: the gray squirrel
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Example Sentence: The oak tree’s leaves are
changing color.
simple subject: leaves
complete subject: the oak tree’s leaves
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
Practice: Identify the simple subject
and the complete subject.
6. Connect to writing.
Make a list of five
animals, then use
each one as the
simple subject of a
sentence. Underline
the complete subject
of each sentence.
1.My cute little dog likes to eat.
2.He has a cold, wet nose.
ANSWERS
3.His cold, wet nose shows that he’s
healthy.
1.dog; My cute little
dog
2. He
4.My grumpy neighbor doesn’t like him.
5.All the kids at school love him.
6.My dog barks at my grumpy
neighbor.
3.nose; His cold,
wet nose
4.neighbor; My grumpy
neighbor
5.kids; All the kids at
school
6.dog; My dog
7.neighbor; My other
next-door neighbor
8.She
7.My other next-door neighbor
is friendly.
8.She is kind to my dog.
Introduce the Concept
Grammar Transparency 6
Subjects and Predicates
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example Sentence: Her best friend is going to
London.
simple predicate: is going
complete predicate: is going to London
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Example Sentence: Marie and I are walking and
talking together.
compound subject: Marie and I
compound predicate: walking and
talking together
4. Review answers and
provide corrective
feedback.
Practice: Identify the simple predicate
and the complete predicate.
1.The tall lifeguard dove into the ocean.
2.The salty ocean water was very cold.
3.He swam through the water anyway.
Practice: Identify the compound
subject and compound predicate.
1.Armando and I walked home
together, went to the movies, and
had a burger.
2.California and Oregon have great
beaches and have many tourists
each year.
Teach the Concept
Grammar Transparency 7
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a letter to
the editor about
an injustice you or
your friends have
witnessed. Include
at least one series in
your writing, being
careful to use commas
correctly.
ANSWERS
1. dove; dove into the
ocean
2. was; was very cold
3. swam; swam through
the water anyway
1. Armando and
I; walked home
together, went to the
movies, and had a
burger
2. California and
Oregon; have great
beaches and have
many tourists each
year
Subjects and Predicates
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example Sentence: Sarah, Kim, Allan, and I are
going to the movies.
1. Define explicitly.
Example Sentence: We ate dinner, watched TV,
and went to bed.
Practice: Place commas in the
following sentences.
1.Harry Christy and Ron have the
same birthdates.
2.George really likes playing basketball
riding his bike going skateboarding
and practicing the guitar.
3.Thai food can be spicy sweet sour
and salty all at the same time.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
List five verbs that
tell what animals do.
Use these to create
sentences with a
variety of simple and
compound subjects
and predicates.
Identify these
elements in each
sentence.
ANSWERS
1. Harry, Christy,
4.Canada Mexico and the United States
are all in North America.
5.The sleek wet tired fox ran into its
underground den.
2. basketball, riding his
bike, going
skateboarding,
3. spicy, sweet, sour,
4. Canada, Mexico,
5. sleek, wet,
6. breakfast, played
basketball, ate lunch,
6.We all had breakfast played
basketball ate lunch and went to
Ron’s house.
Review and Practice
Grammar Transparency 8
Commas in a Series
© Macmillan/McGraw-Hill
Practice: Identify the compound
predicate.
1.Lucy woke up early and made
breakfast.
2.Tonight my cousin and I are either
going to be watching TV or playing
a video game.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
3.The squirrel ran up the tree and hid.
5. Have students reread
the sentences to a
partner to develop
fluency.
Practice: Identify simple subjects and
compound subjects.
6. Connect to writing.
Write an article for a
newspaper about a
group of people that
have helped to stop
animal cruelty. Use a
variety of simple and
compound subjects
and predicates in your
writing.
1.Our football team lost again.
2.Buffalo and antelope used to live in
my state.
3.Running fast, Sally and Christy
crossed the finish line together.
ANSWERS
1. woke up early and made
breakfast
2. are either going to be
watching TV or playing
a video game
3. ran up the tree and hid
1. simple subject: team
Practice: Identify simple subjects and
complete subjects.
3. compound subject: Sally
and Christy
1.The Hubble space telescope needed
repairs.
1. simple subject:
telescope; complete
subject: The Hubble
space telescope
2.The longest-running science fiction
show on TV just ended last night.
Review and Proofread
Grammar Transparency 9
2. compound subject:
buffalo and antelope
2. simple subject: show;
complete subject: The
longest-running science
fiction show on TV
Subjects and Predicates
© Macmillan/McGraw-Hill
Practice: Identify simple, complete,
and compound subjects and
predicates.
1.Coniferous forests consist mainly of
cone-bearing trees.
2.Moose, red fox, snowshoe hares,
and great horned owls thrive in this
biome.
3.The canopy has trees between 100
and 200 feet tall.
4.Heat and moisture make rain forests
the perfect setting for many plants
and animals.
5.Tropical rain forests receive at least
70 inches of rain each year and have
many species of plants and animals.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short story
about a character who
comes to the aid of an
animal. Use a variety
of sentence types.
ANSWERS
Teachers: Use the following
additional practice for
reteaching purposes, if
necessary.
1. s s: forests;
c s: coniferous forests;
s p: consist; c p: consist
mainly of cone-bearing
trees
2. c s: moose, red fox,
snowshoe hares, and
great horned owls;
s p: thrive; c p: thrive in
this biome
3. s s: canopy; s p: has;
c p: has trees between
100 and 200 feet tall
4. c s: heat and moisture;
s p: make; c p: make
rain forests the perfect
setting for many plants
and animals
5. s s: forests; c s: tropical
rain forests; c p: receive
at least 70 inches of
rain each year and have
many species of plants
and animals.
Assess and Reteach
Grammar Transparency 10
Subjects and Predicates
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example Sentence: I am very tired but don’t
want to lie down.
simple sentence; but
1. Define explicitly.
Example Sentence: I am very tired, and I want
to lie down.
compound sentence; and
Practice: Identify simple sentences,
compound sentences, and
conjunctions.
1.The kids in the orchestra enjoy
performing together, but they don’t
like practicing together.
2.We can plant more trees and shrubs.
3.Should the zoo buy more zebras, or
should it get penguins?
4.Would you like a strawberry
milkshake or a chocolate milkshake?
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Use both simple and
compound sentences
to write about a
memorial in your town
or state. Underline the
conjunctions you use.
ANSWERS
1. compound
sentence; but
2. simple sentence; and
3. compound
sentence; or
4. simple sentence; or
5. compound
sentence; and
6. simple sentence; or
5.We are proud of Lincoln Elementary,
and we tell everyone what a great
school it is.
6.Trees reduce, or cut down, noise
almost as effectively as stone walls.
Introduce the Concept
Grammar Transparency 11
Sentence Combining
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example Sentences: I am feeling awkward and
very silly too.
simple sentence; and
1. Define explicitly.
I am feeling awkward, but I am feeling very
silly, too.
compound sentence; but
Practice: Identify simple sentences,
compound sentences, and conjunctions.
1.A biome is a large community of
plants and animals.
2.My dad fixes supper every night, and
he sends us to school every morning.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a letter to
someone you admire
thanking them for the
work they have done.
Use both simple and
compound sentences
in your writing.
ANSWERS
3.Weather can either create or end
wildfires.
4.The astronaut tried to land on the
moon, but his attempt failed.
1. simple sentence; and
2. compound
sentence; and
3. simple sentence; or
4. compound
sentence; but
5. simple sentence; or
6. simple sentence; and
5.Please remember to bring a pen or a
pencil to class with you.
6.He opened the windows, the doors,
and the sky lights in the library.
Teach the Concept
Grammar Transparency 12
Sentence Combining
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example Sentence: I need help with washing
the dishes you can help me do it.
dishes, and
1. Define explicitly.
Practice: Correct the run-on
sentences.
1.We should finish our homework we
really need to do it well this time.
2.Maria wanted to call her friends she
had to do her chores first.
3.We can stay at home with my little
brother we can take him to the park
with us.
4.Emily tried out for the soccer team
she didn’t make it.
5.The movie comes out tomorrow I
can’t see it until next week.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a proposal for
a monument you
would like to see. Use
compound sentences
to provide details in
your description, and
watch for any run-on
sentences.
ANSWERS
1. homework, and
2. friends, but
3. brother, or
4. team, but
5. tomorrow, but
6. Saturday, and
7. today, and
6.My parents took us to the lake last
Saturday we all went swimming.
7.The news said it was going to be
foggy today it might rain.
Review and Practice
Grammar Transparency 13
Run-On Sentences
© Macmillan/McGraw-Hill
Practice: Identify simple, compound,
and run-on sentences; fix the run-on
sentences; identify the conjunctions.
1.Next year we can take orchestra, or
we can be in the choir.
2.My favorite foreign languages are
Spanish and German.
3.Are you going to eat with Tony today
are you going to eat with me?
4.Is the best part of being an astronaut
rocketing through space, or is it the
chance to make new discoveries?
5.Sarah is amazing at miniature golf
she’s not very good at art.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a nonfiction
article that
summarizes the
story behind one
of your favorite
monuments. Use a
variety of sentence
types and underline
any conjunctions you
use to connect your
thoughts.
ANSWERS
6.Why do I always have to feed the cat
and brush its fur?
1. compound; or
2. simple; and
3. run-on: today, or; or
4. compound; or
7.The campfire was smoky, and it
didn’t give out much heat.
8.Uncle John loves skiing Aunt Jane
prefers snowboarding.
Review and Proofread
Grammar Transparency 14
5. run-on: golf, but; but
6. simple; and
7. compound; and
8. run-on: skiing, but;
but
Sentence Combining
© Macmillan/McGraw-Hill
Practice: Make a compound sentence
out of two simple sentences.
1.Abdul has a new CD. He’s letting
everyone borrow it.
2.Do you want to go bowling with us?
Do you want to stay home?
3.Don’t forget to cut the grass. Be sure
you do a good job.
4.Aunt Sally cut down the old, dead
tree. Then she cut it up into firewood.
5.The weather service said we might
have a hurricane. It’s not very likely.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a list of six
questions you might
ask the creator of
a monument. Then
write how that person
might answer the
questions in only
three sentences.
6.I’d love to go swimming. I forgot my
swim suit.
ANSWERS
7.Does Uncle Alex eat meat. Is he a
vegetarian?
1. CD, and
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
2. us, or
3. grass, and
4. tree, and
8.Grandpa, please tell us what really
happened. No joking this time.
5. hurricane, but
6. swimming, but
7. meat, or
8. happened, and
9.Did you see Planet Wars on TV
last night. Were you watching
something else?
Assess and Reteach
Grammar Transparency 15
9. night, or
Sentence Combining
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: The hall light wouldn’t switch on. The
lightbulb was burned out.
The hall light wouldn’t switch on because
the lightbulb was burned out.//Because
the lightbulb was burned out, the hall light
wouldn’t switch on.
1. Define explicitly.
Example: You can play with your friends. You
stay in the yard.
You can play with your friends if you stay
in the yard.//If you stay in the yard, you can
play with your friends.
Practice: Combine the following
simple sentences using because,
if, or after. Change the sentences
by putting the part containing the
conjunction first.
1.My dog is always scratching herself.
She has fleas.
2.We can see the movie. My dad
takes us.
3.I think it’s going to rain. I can hear
thunder.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write three complex
sentences that use
the words because,
if, and after to tell
about times when you
helped or thought
about helping
someone.
ANSWERS
1.My dog is always
scratching herself
because she has fleas.
//Because she has
fleas, my dog is always
scratching herself.
2.We can see the movie if
my dad takes us. //If my
dad takes us, we can see
the movie.
3.I think it’s going to
rain because I can hear
thunder. //Because I can
hear thunder, I think it’s
going to rain.
4.He’ll call you after his
little sister goes to
sleep. //After his little
sister goes to sleep, he’ll
call you.
4.He’ll call you. His little sister goes
to sleep.
Introduce the Concept
Grammar Transparency 16
Complex Sentences
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: Abdul got a new CD. He let everyone
borrow it. (after)
1. Define explicitly.
Answer: After Abdul got a new CD, he let
everyone borrow it.
Practice: Make a complex sentence
out of two simple sentences using the
conjunction shown.
1.You can go to the mall. Be sure to
finish your homework. (before)
2.I think I’m going to be a scientist
when I grow up. I really love science
and math classes. (because)
3.Her brother came home. Jana was
practicing piano. (when)
4.You want to buy a new computer
game. Save up your money. (if)
5.The weather service said we might
get some rain today. It isn’t very
likely. (although)
6.Enrique couldn’t call Tony. He didn’t
know the phone number. (since)
Introduce the Concept
Grammar Transparency 17
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write three sentences
about simple
problems, then write
three more that
provide the solutions.
Try to combine each
pair of sentences
into one complex
sentence.
ANSWERS
1.Before you can go to the
mall, be sure to finish
your homework.
2.I think I’m going to be
a scientist when I grow
up because I really
love science and math
classes.
3.When her brother
came home, Jana was
practicing piano.
4.If you want to buy a new
computer game, save up
your money.
5.Although the weather
service said we might
get some rain today, it
isn’t very likely.
6.Enrique couldn’t call
Tony since he didn’t
know the phone
number.
Complex Sentences
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: We really started having fun. My
grandpa arrived. (when)
We really started having fun when my
grandpa arrived.
1. Define explicitly.
Practice: Make a complex sentence
out of two simple sentences using the
conjunction shown.
1.I fell asleep. The television was on.
(while)
2.When you have a cold, it’s important
to get some rest. You can get better.
(so that)
3.Caroline was careful when she picked
out new shoes for her brother’s
birthday present. He still didn’t like
them. (although)
4.Sammy asked his mom for a
cellphone for a whole week. She
bought one. (after)
5.Sally’s mom was a little worried. She
saw Sally’s report card. (until)
Review and Practice
Grammar Transparency 18
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a letter to
someone that
explains why you did
something that helped
other people. Use a
variety of complex
sentences in your
writing, and include a
return address.
ANSWERS
1.I fell asleep while the
television was on.
2.When you have a cold,
it’s important to get
some rest so that you
can get better.
3.Although Caroline
was careful when she
picked out new shoes
for her brother’s
birthday present, he
still didn’t like them.
4.After Sammy asked
his mom for a
cellphone for a whole
week, she bought one.
5.Sally’s mom was a
little worried until
she saw Sally’s report
card.
Complex Sentences
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example Sentence: he was in toledo ohio on
january 14 2004.
He was in Toledo, Ohio, on January 14,
2004.
1. Define explicitly.
Practice: Capitalize words and put
commas where needed.
1.my family flew to orlando florida on
december 24 2003.
2.the turtles arrived on the beach at
kauai hawaii on april 3 1995.
3.what happened on july 4 1776 in
philadelphia pennsylvania?
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a letter to
the editor of a local
newspaper that
encourages people to
take a stand on a local
issue. Use a variety of
sentence types in your
writing.
ANSWERS
4.my teacher was born on october 14
1960 in paris france.
1.My family flew to
Orlando, Florida, on
December 24, 2003.
5.it was on march 3 1999 that lightning
struck that tree.
3.What happened on
July 4, 1776, in
Philadelphia,
Pennsylvania?
6.dear sir:
7.Dear nicholas
2.The turtles arrived on
the beach at Kauai,
Hawaii, on April 3, 1995.
4.My teacher was born on
October 14, 1960, in
Paris, France.
5.It was on March 3, 1999,
that lightning struck
that tree.
6.Dear Sir:
7. Dear Nicholas,
8.sincerely yours,
Review and Proofread
Grammar Transparency 19
8. Sincerely yours,
Commas and Capital Letters in a Letter
© Macmillan/McGraw-Hill
Practice: Identify whether the
sentence is compound or complex,
then identify the conjunction.
1.I fell asleep while the television
was on.
2.Get some rest so that you can
get better.
3.Caroline thought her brother wanted
new shoes for his birthday present,
but he didn’t.
4.Sammy asked his mom for a
cellphone for a whole week, and
she bought him one.
5.Sally’s mom was really worried until
she saw Sally’s report card.
6.The truck honked its horn as it came
to a stop.
7.You can see the stars very clearly
because there’s no moon tonight.
8.Don’t forget to put out the cat
tonight, or it will scratch the furniture.
Assess and Reteach
Grammar Transparency 20
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short story in
which one friend helps
another even though
there is some risk
involved. Use a variety
of sentence types and
identify each one.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1.complex sentence;
while
2.complex sentence;
so that
3.compound sentence;
but
4.compound sentence;
and
5.complex sentence;
until
6.complex sentence; as
7.complex sentence;
because
8.compound sentence;
or
Complex Sentences
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: There is no one here where
is everybody?
run-on
1. Define explicitly.
Example: There is no one here. Where
is everybody?
sentence
Practice: Identify which are run-on
sentences and which are not.
1.The wind sure is blowing I can hear it
whistling.
2.The flowers in your yard are more
colorful than the flowers in mine.
3.For my birthday I got new shoes
what I really wanted was a
computer game.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a paragraph
about a local hero,
but don’t use any
punctuation or
capitalization. Then
rewrite the paragraph
correctly, avoiding
any possible run-on
sentences.
ANSWERS
1. run-on sentence
2. sentence
3. run-on sentence
4. sentence
4.Mom and Dad have a digital camera,
and they can print their own pictures.
5. run-on sentence
6. run-on sentence
5.The rabbits ran across our yard Dad
was mowing the lawn at the time.
6.I told you already why are you asking
me again?
Introduce the Concept
Grammar Transparency 21
Run-On Sentences
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: I hope to see you soon I have missed you.
I hope to see you soon. I have missed
you.//I hope to see you soon because I have
missed you.
1. Define explicitly.
Practice: Correct each run-on sentence.
1.The wind sure is blowing I can hear
it whistling.
2.For my birthday I got new shoes what
I really wanted was a computer game.
3.The rabbits ran across our yard Dad
was mowing the lawn at the time.
4.I told you already why are you asking
me again?
5.My neighbors own so many pets,
horses, llamas, snakes, and parrots
are some of the animals they have.
6.I asked Sarah to come biking with me
I hope she can make it.
7.Manuel can’t come out and play
today he has a sunburn and has to
stay out of the sun.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a thank-you
letter to someone
who has changed
your mind about
something. Tell how
you came to a new
conclusion. Correct
any run-on sentences.
ANSWERS
Possible answers:
1.The wind sure is
blowing. I can hear it
whistling.
2.For my birthday I got
new shoes, but what
I really wanted was a
computer game.
3.While Dad was mowing
the lawn, the rabbits ran
across our yard.
4.I told you already. Why
are you asking me again?
5.My neighbors own so
many pets. Horses,
llamas, snakes, and
parrots are some of the
animals they have.
6.I asked Sarah to come
biking with me. I hope
she can make it.
7.Manuel can’t come out
and play today because
he has a sunburn and has
to stay out of the sun.
Teach the Concept
Grammar Transparency 22
Run-On Sentences
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: I’m feeling sick. You, too?
I’m feeling sick. Are you feeling sick, too?
1. Define explicitly.
Practice: Identify the fragment and
correct it.
1.My neighbors own many pets.
Such as horses, llamas, snakes,
and parrots.
2.I asked Sarah to come biking with
me. Hope she can.
3.Manuel can’t come out. Sunburn
again.
4.We all left school we decided to go
swimming.
5.Christopher had to study math
yesterday. All day.
6.Burritos tonight?
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Make a list of five
fragments and
phrases that describe
a person you trust.
Use all of these to
write as few sentences
as possible about that
person. Be careful
to avoid run-on
sentences.
ANSWERS
1. My neighbors own many
pets, such as horses,
llamas, snakes, and
parrots.
2. I asked Sarah to come
biking with me. I hope
she can come.
3. Manuel can’t come
out because he has a
sunburn again.
4. After we all left school,
we decided to go
swimming.
5. Christopher had to
study math all day
yesterday.
6. Do you want burritos
tonight?//Are we having
burritos tonight?
Review and Practice
Grammar Transparency 23
Sentence Fragments
© Macmillan/McGraw-Hill
Practice: Correct each run-on
sentence. Make it into two complete
sentences, or change it into a
compound or complex sentence.
1.My brother puts ketchup on
everything he eats what’s wrong
with him?
2.Did you see the gorillas on TV
last night I think they were on at
8 o’clock.
3.Sarah and her family traveled to
Africa they met many people.
4.My dad was taking a nap our dog ate
the cherry pie.
5.Mr. Grover wasn’t hurt a tree fell
on him.
6.Have you ever slept in a tent I slept
in one last night.
7.The sun goes down the stars come out.
8.Those tulips are beautiful they don’t
have any fragrance.
Review and Proofread
Grammar Transparency 24
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short
speech introducing
someone who makes
a difference. Use
conjunctions and
avoid run-ons.
ANSWERS
Possible answers:
1.My brother puts ketchup
on everything he eats.
What’s wrong with him?
2.Did you see the gorillas
on TV last night? I think
they were on at 8 o’clock.
3.When Sarah and her
family traveled to Africa,
they met many people.
4.While my dad was
taking a nap, our dog
ate the cherry pie.
5.Mr. Grover wasn’t hurt
even though a tree fell
on him.
6.Have you ever slept in a
tent? I slept in one last
night.
7.After the sun goes down,
the stars come out.
8.Although those tulips
are beautiful, they don’t
have any fragrance.
Run-On Sentences
© Macmillan/McGraw-Hill
Practice: Using the conjunctions listed,
rewrite the run-on sentences as many
ways as you can. Notice how the
meaning changes. Don’t rewrite the
sentence in a way that will make
no sense.
Model/Guided
Practice Routine
Conjunctions: after, although, as,
because, before, if, since, so that,
until, when, while
4. Review answers and
provide corrective
feedback.
1.I fell asleep my television was on.
6. Connect to writing.
Write a short piece of
fiction that tells about
a turning point in
history. Use a variety
of compound and
complex sentences, but
watch out for run-ons.
2.When you have a cold, it’s important
to get some rest you can get better.
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
5. Have students reread
the sentences to a
partner to develop
fluency.
3.Gorillas have huge teeth they don’t
eat meat.
ANSWERS
4.Sammy asked his mother for a
cellphone for a whole week she
bought one.
Possible answers:
5.Sally’s mom was worried she saw
Sally’s report card.
Teachers: Use the following
additional practice for
reteaching purposes, if
necessary.
1.I fell asleep while my
television was on.
2.When you have a cold,
it’s important to get
some rest so that you
can get better.
3.Although gorillas have
huge teeth, they don’t
eat meat.
4.After Sammy asked his
mother for a cellphone
for a whole week, she
bought one. //Because
Sammy asked his
mother for a cellphone
for a whole week, she
bought one.
5.Sally’s mom was worried
until she saw Sally’s
report card.//Sally’s
mom was worried
because she saw Sally’s
report card.
Assess and Reteach
Grammar Transparency 25
Run-On Sentences
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Common Noun: any person, place, thing, event,
or idea
1. Define explicitly.
Proper Noun: a particular person, place, thing,
event, or idea
Common nouns Proper nouns
1. teacher
1. Ms. Gomez
2. school
2. Lincoln Elementary School
3. mountain
3. Mount Everest
4. street
4. Main Street
3.holiday
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
Practice: Identify common and proper
nouns.
1.movie 2. Provide clear
examples.
2.Winnie the Pooh
6. Connect to writing.
Make a list of three
common nouns and
three proper nouns
that come from other
cultures or languages.
Use each of these in a
sentence.
ANSWERS
1. common noun
4.Thanksgiving
2. proper noun
3. common noun
5.New York City
7.river
6.town
4. proper noun
5. proper noun
8.Mississippi River
6. common noun
7. common noun
8. proper noun
9.The Monthly
Review
Introduce the Concept
Grammar Transparency 26
10.magazine
9. proper noun
10. common noun
Common and Proper Nouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Proper nouns are always capitalized.
Examples:
a. Queen Mary
b. Paris
c. Empire State Building
d. December
Practice: Identify the proper nouns in
the following sentences.
1.Nine years before the opening of the
Civil Rights Memorial, Maya Lin was a
senior at Yale University.
2.Wednesday is January 1st—New
Year’s Day!
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a letter to a
friend telling about
someone you read
about in a newspaper
or magazine.
Underline the proper
nouns you use for
the people and the
publication.
3.When we were in New York in
August, we visited the Empire State
Building and the Statue of Liberty.
ANSWERS
4.Armando always calls his
grandmother “Abuelita” because
she speaks Spanish and comes from
Puerto Rico.
3. New York, August,
Empire State Building,
Statue of Liberty
1. Civil Rights Memorial,
Maya Lin, Yale
University
2. Wednesday, January,
New Year’s Day
4. Armando, Abuelita,
Spanish, Puerto Rico
5. Happy the Clown,
Happy Birthday
5.Happy the Clown sang “Happy
Birthday” and entertained at my little
sister’s party.
Teach the Concept
Grammar Transparency 27
Proper Nouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
1. Define explicitly.
Proper nouns are capitalized. When proper
nouns contain more than one word, each
important word is capitalized.
2. Provide clear
examples.
Examples:
a.Huckleberry Finn
b.The Wizard of Oz
c.Museum of Modern Art d.Juneau, Alaska
e.Christmas
f.Lake Superior
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
Practice: Identify the proper nouns
and capitalize them.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short
paragraph for a travel
brochure that tells
about important
cultural and historical
sites in your area.
Capitalize proper
nouns correctly.
1.Last thursday, brittany and her
father took their cat to the
veterinarian, dr. hakim.
2.In august on our vacation, we are
going to visit my aunt cathy in
colorado.
ANSWERS
1.Thursday, Brittany,
Dr. Hakim
2.August, Aunt Cathy,
Colorado
3.Did you know that jason lives on
broadway avenue in new york city?
4.María told me she writes articles for
the jefferson high school weekly news.
3.Jason, Broadway
Avenue, New
York City
4.María, Jefferson High
School Weekly News
5.José, Rachel, Citizen
of the Year
5.josé and rachel made a special citizen
of the year presentation at the
graduation ceremony.
Review and Practice
Grammar Transparency 28
Common and Proper Nouns
© Macmillan/McGraw-Hill
Practice: Give an example of each:
1. Define explicitly.
1.a place that is a proper noun
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
2.a place that is a common noun
3.a person who is a common noun
4.a person who is a proper noun
4. Review answers and
provide corrective
feedback.
5.a thing that is a proper noun
5. Have students reread
the sentences to a
partner to develop
fluency.
6.a thing that is a common noun
Practice: Correct the following
sentences.
1.The metropolitan museum of Art in
new york City is my favorite Museum.
2.aunt Emily took my Friend and Me
there on a Weekend last Summer.
3.We saw a famous Painting called
“George Washington crossing the
delaware.”
4.there was One Statue called
“beautiful Horse” that I really liked.
Review and Proofread
Grammar Transparency 29
Model/Guided
Practice Routine
6. Connect to writing.
Write a short review
of a restaurant that
serves Spanish food
and tell how and why
these foods became
popular. Use proper
nouns correctly where
appropriate.
ANSWERS
1. New Jersey
2. the classroom
3. the student
4. Principal Smith
5. the Liberty Bell
6. a bell
1. Metropolitan Museum,
New York, museum
2. Aunt, friend, me,
weekend, summer
3. painting, Crossing,
Delaware
4. There, one statue,
Beautiful
Common and Proper Nouns
© Macmillan/McGraw-Hill
Practice: Identify the underlined word
as a common noun or proper noun:
1.Uncle George never eats spaghetti.
2.Uncles are funny, don’t you think?
3.Cats was a fun musical.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4.Airplanes are safer than cars.
4. Review answers and
provide corrective
feedback.
5.Police need to be careful.
5. Have students reread
the sentences to a
partner to develop
fluency.
6.Burgers are his favorite food.
6. Connect to writing.
Write a short story
about the life of a
settler in your area
in the days before
statehood. Use proper
nouns to name the
people and places in
your story.
7.Jumbo Burgers cost more.
8.Baxter Park is where the picnic
will be.
ANSWERS
9.National parks open in May.
10.Sequoia National Park is always open.
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. proper noun
2. common noun
3. proper noun
4. common noun
5. common noun
6. common noun
7. proper noun
8. proper noun
9. common noun
10. proper noun
Assess and Reteach
Grammar Transparency 30
Common and Proper Nouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Examples: o
ne dog, two dogs, three dogs
one pencil, two pencils, three pencils
1. Define explicitly.
Practice: Change the italicized singular
nouns to plural nouns.
1.If the singular noun is pig, the plural
noun is
.
2.If the singular noun is twig, the plural
noun is
.
3.If the singular noun is bird, the plural
noun is
.
4.If the singular noun is word, the plural
noun is
.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Make a list of birds
and animals that an
explorer might find in
your area. Write both
the singular and plural
forms of each noun.
ANSWERS
1. pigs
2. twigs
3. birds
4. words
5.If the singular noun is snake, the
plural noun is
.
5. snakes
6. lakes
7. trees
6.If the singular noun is lake, the plural
noun is
.
8. bees
7.If the singular noun is tree, the plural
noun is
.
8.If the singular noun is bee, the plural
noun is
.
Introduce the Concept
Grammar Transparency 31
Singular and Plural Nouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Examples:
one glass
one bush
one scratch
one ax
1. Define explicitly.
2. Provide clear
examples.
two glasses, three
glasses, four glasses...
two bushes, three
bushes, four bushes...
two scratches, three
scratches...
two axes, three axes,
four axes...
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
Practice: Change the singular noun to
a plural noun.
1.If the singular noun is dress, the
plural noun is
.
2.If the singular noun is guess, the
plural noun is
.
3.If the singular noun is crash, the
plural noun is
.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a journal entry
that tells about
your discoveries on
a recent trip. Then
rewrite the piece and
change some of the
singular nouns into
plural nouns.
ANSWERS
1. dresses
2. guesses
3. crashes
4. splashes
5. beaches
6. peaches
4.If the singular noun is splash, the
plural noun is
.
5.If the singular noun is beach, the
plural noun is
.
6.If the singular noun is peach, the
plural noun is
.
Teach the Concept
Grammar Transparency 32
Singular and Plural Nouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Examples:
one candy
one city
Examples:
one key 1. Define explicitly.
two candies, three
candies, four candies
two cities, three cities,
four cities
two keys, three keys,
four keys
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
Practice: Change the singular noun to
a plural noun.
1.If the singular noun is bunny, the
plural noun is
.
2.If the singular noun is lady, the plural
noun is
.
3.If the singular noun is army, the plural
noun is
.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a formal letter
to the curator of
a museum asking
about artifacts
from a historic
exploration. Use
proper abbreviations,
punctuation, and
capitalization in your
letter.
ANSWERS
1. bunnies
2. ladies
4.If the singular noun is body, the plural
noun is
.
3. armies
4. bodies
5. diaries
6. boys
5.If the singular noun is diary, the plural
noun is
.
7. toys
6.If the singular noun is boy, the plural
noun is
.
7.If the singular noun is toy, the plural
noun is
.
Review and Practice
Grammar Transparency 33
Singular and Plural Nouns
© Macmillan/McGraw-Hill
Practice: Fill in each correct plural.
1.How many
Model/Guided
Practice Routine
1. Define explicitly.
in a year? (week)
2.Jason lost his house
2. Provide clear
examples.
. (key)
3.She saw four
in the room. (box)
4.He owns two
. (bicycle)
5.The
5. Have students reread
the sentences to a
partner to develop
fluency.
are funny. (monkey)
7.A rattlesnake has
9.One of the
(exhibit)
6. Connect to writing.
Write a formal letter
to the principal of
your school asking for
permission to stage
a play about Lewis
and Clark. Use plural
nouns as you tell what
effect you hope the
play will have on your
classmates.
. (fang)
8.Two of my aunt’s friends are
(nurse)
10.Many
(family)
4. Review answers and
provide corrective
feedback.
are getting dark. (cloud)
6.I think
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
.
is about slavery.
ANSWERS
1. weeks
are coming to the picnic.
2. keys
3. boxes
4. bicycles
5. clouds
6. monkeys
7. fangs
8. nurses
9. exhibits
10. families
Review and Proofread
Grammar Transparency 34
Singular and Plural Nouns
© Macmillan/McGraw-Hill
Practice: Name each singular noun.
1.holidays
2.taxes
3.centuries
4.eyes
5.horses
6.bunches
7.eyelashes
8.shoes
9.nets
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write an article about
the one aspect of
the Lewis and Clark
expedition that you
feel is most important.
Underline all of the
plural nouns in your
writing.
ANSWERS
10.pennies
1 1 .lunches
12.ceremonies
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. holiday
2. tax
3. century
4. eye
5. horse
6. bunch
7. eyelash
8. shoe
9. net
10. penny
1 1 . lunch
12. ceremony
Assess and Reteach
Grammar Transparency 35
Singular and Plural Nouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: wife
Answer: wives
Example: hoof
Answer: hooves
Example: potato
Answer: potatoes
Example: video
Answer: videos
Practice: Change the singular nouns
to plural nouns.
1.knife
2.life
3.calf
4.half
5.wolf
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Choose three words
from the lesson that
relate to cowboy life
and use their plural
forms in descriptive
sentences.
ANSWERS
1. knives
2. lives
3. calves
6.self
4. halves
5. wolves
6. selves
7.tornado
8.hero
7. tornadoes
8. heroes
9. mosquitoes
10. rodeos
1 1 . stereos
9.mosquito
12. patios
10.rodeo
1 1 .stereo
12.patio
Introduce the Concept
Grammar Transparency 36
More Plural Nouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: mouse — — mice
1. Define explicitly.
Example: fish — — fish
Practice: Change each singular noun
to a plural noun.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
1.woman
4. Review answers and
provide corrective
feedback.
2.man
5. Have students reread
the sentences to a
partner to develop
fluency.
3.child
4.tooth
5.goose
6.foot
6. Connect to writing.
Use what you know
about ranch life long
ago to write a diary
entry about a typical
day. Use as many
irregular plural nouns
as possible.
ANSWERS
1. women
2. men
7.sheep
8.deer
3. children
4. teeth
5. geese
6. feet
7. sheep
9.moose
10.person
Teach the Concept
Grammar Transparency 37
8. deer
9. moose
10. people
More Plural Nouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example Sentence: This child wants to eat
lunch. (These)
Answer: These children want to eat lunch.
1. Define explicitly.
2. Provide clear
examples.
Practice: Change the singular nouns
to the correct plural nouns.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
1.That shelf needs fixing. (those)
4. Review answers and
provide corrective
feedback.
2.There is a deer on the lawn. (four)
3.There is an orange fish on our shower
curtain. (many)
4.Dad bought a loaf of bread. (two)
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a paragraph
that tells how to do
something that a
cowboy might do.
Use plural nouns and
appositives in your
explanation.
5.Every person should vote. (all)
ANSWERS
6.Hand me the scissors, please. (box of)
2. There are four deer on
the lawn.
7.When I danced with Carlos, he
stepped on my foot. (both)
1. Those shelves need
fixing.
3. There are many orange
fish on our shower
curtain.
4. Dad bought two loaves
of bread.
5. All people should vote.
8.Grandpa bought a potato at the
market. (a sack of)
9.That woman is a professional rock
climber. (those)
10.Sandra rented a video from the video
store. (a couple of)
Review and Practice
Grammar Transparency 38
6. Hand me the box of
scissors, please.
7. When I danced with
Carlos, he stepped on
both my feet.
8. Grandpa bought a
sack of potatoes at the
market.
9. Those women are
professional rock
climbers.
10.Sandra rented a couple
of videos from the video
store.
More Plural Nouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: tomato
Answer: tomatoes
Example: mouse
Answer: mice
Example: calf
Answer: calves
Example: video
Answer: videos
Example: pants
Answer: pants
Practice: Change the singular nouns
to the correct plural noun.
1.knife
2.tooth
3.man
4.elf
5.sheep
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a letter home
from the perspective
of a new ranch worker.
Explain why you
went out west. Use
a number of plural
nouns in your letter.
ANSWERS
1. knives
2. teeth
3. men
6.wolf
4. elves
7.child
6. wolves
8.shelf
5. sheep
7. children
8. shelves
9. stereos
10. patios
9.stereo
1 1 . heroes
12. women
10.patio
1 1 .hero
12.woman
Review and Proofread
Grammar Transparency 39
More Plural Nouns
© Macmillan/McGraw-Hill
Practice: Fill in the correct plural
form of each noun in the sentence.
1.There was a mouse in the house.
There were
in the
.
2.The thief had a scarf over his face.
The
had
over their
.
3.Can a fish have a wish? Can
have
?
4.My favorite mug has a goose and a
moose on it. My favorite mug has
two
and two
on it.
5.The hero was a woman. The
were
.
6.One person saw a deer on the golf
course. Lots of
saw
on the
golf course.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a fictional
narrative about an
African American
ranch worker from
long ago. Fit as many
irregular plural nouns
as possible into your
sentences.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. mice, houses
2. thieves, scarves, faces
3. fish, wishes
4. geese, moose
5. heroes, women
6. people, deer
Assess and Reteach
Grammar Transparency 40
More Plural Nouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: The bike belongs to the boy. Whose
bike is it? It is the boy’s bike. What is the
singular possessive noun?
1. Define explicitly.
Answer: boy’s
Practice: Fill in each blank in the
sentence with a singular possessive
noun. Then answer the question.
1.The two dogs belong to the girl.
Whose dogs are they? They are
the
dogs.
2.What is the singular possessive noun?
3.The car belongs to Mr. Smith. Whose
car is it? It is
car.
4.What is the singular possessive noun?
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Make a list of five
singular nouns that
relate to the West,
then write a sentence
for each one using the
possessive form of the
noun.
ANSWERS
1. girl’s
2. girl’s
3. Mr. Smith’s
4. Mr. Smith’s
5. Amber’s
5.The book belongs to Amber. Whose
book is it? It is
book.
6. Amber’s
7. family’s
8. family’s
6.What is the singular possessive noun?
7.The house belongs to my family.
Whose house is it? It is my
house.
8.What is the singular possessive
noun?
Introduce the Concept
Grammar Transparency 41
Possessive Nouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: The land belongs to the farmers.
Whose land is it? It is the farmers’ land.
What is the plural possessive noun?
1. Define explicitly.
Answer: farmers’
Practice: Fill in the blank in each
sentence with a plural possessive
noun. Then answer the question.
1.The computers belong to the writers.
Whose computers are they? They are
the
computers.
2.What is the plural possessive noun?
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write three sentences
that exaggerate or
stretch the truth. Use
a plural possessive
noun in each one.
ANSWERS
1. writers’
3.The cheese is for the mice. Whose
cheese is it? It is the
cheese.
2. writers’
3. mice’s
4. mice’s
5. brothers’
4.What is the plural possessive noun?
6. brothers’
5.The bedroom belongs to my two
brothers. Whose bedroom is it? It is
my two
bedroom.
6.What is the plural possessive noun?
Teach the Concept
Grammar Transparency 42
Possessive Nouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: The
color is red. (flower)
Answer: The flower’s color is red.
Practice: Fill in each blank with
the singular possessive noun in
parentheses.
1.The barber cut
hair. (Jason)
2.The cat chased my
3.Our
pet bird. (sister)
engine had a problem. (car)
4.I loved the
5.I don’t like my
special effects. (movie)
pet lizard. (friend)
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a journal
entry in which
normal events in
your life become
extraordinary. Use
as many possessive
nouns as possible,
both singular and
plural.
ANSWERS
Practice: Fill in each blank with a
plural possessive noun.
1.The combinations of the lockers have
been changed. The
combinations
have been changed.
1. Jason’s
2. sister’s
3. car’s
4. movie’s
5. friend’s
1. lockers’
2. dogs’
2.The barking of the dogs kept
me awake. The
barking
kept me awake.
Review and Practice
Grammar Transparency 43
Possessive Nouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: He is visiting the office where the
women work.
1. Define explicitly.
Answer: He is visiting the women’s office.
Practice: Change the sentence using a
plural possessive noun.
1.We swam in the swimming pool
for children. We swam in the
swimming pool.
2.Where does the ski team for men
practice? Where does the
ski
team practice?
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a news article
that reports on an
event from a tall
tale. Use a variety of
possessive nouns.
ANSWERS
1. children’s
2. men’s
Practice: Change each underlined
noun into a possessive noun.
1. Jason’s
2. poodles’
3. students’
1.Jason two poodles followed him to
school today.
4. school’s
2.The poodles pink ribbons made
everyone laugh at them.
3.The students laughter made the
poodles bark.
4.The school principal came out to see
what was happening.
Review and Proofread
Grammar Transparency 44
Possessive Nouns
© Macmillan/McGraw-Hill
Practice: Identify the possessive
noun(s) in each sentence. Explain
what each one means.
1.Dr. Jacobson’s car is dirty.
2.Did you see that rattlesnake’s tail?
3.The computers’ passwords need to
be changed.
4.We took my cousins to the town’s
swimming pool.
5.The storm damaged farmers’ crops.
6.This rose’s color is amazing.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a tall tale of
your own based on
an actual event in
history. Use a variety
of possessive nouns in
your story.
ANSWERS
7.He helped clean his twin sisters’
room.
8.Fifi’s and Gigi’s barking was a
problem.
9.What did you think of the movie’s
special effects?
10.That arcade’s music is always
too loud.
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. Dr. Jacobson’s; the
car belonging to
Dr. Jacobson
2. rattlesnake’s; tail of the
rattlesnake
3. computers’; passwords
for the computers
4. town’s; the swimming
pool that belongs to
the town
5. farmers’; crops that
belong to farmers
6. rose’s; the color of
this rose
7. sisters’; the room of his
twin sisters
8. Fifi’s, Gigi’s; the barking
of Fifi and Gigi
9. movie’s; the special
effects of the movie
10.arcade’s; music of that
arcade
Assess and Reteach
Grammar Transparency 45
Possessive Nouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: house/houses; boy/boys
1. Define explicitly.
2. Provide clear
examples.
1.village
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
2.valley
4. Review answers and
provide corrective
feedback.
Practice: Give the plural form of each
noun below.
3.mall
4.cowboy
5.horse
6.cow
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write three sentences
about frontier life
that contain both the
singular and plural
forms of a particular
noun.
ANSWERS
1. villages
7.bicycle
8.girl
2. valleys
3. malls
4. cowboys
5. horses
6. cows
9.language
7. bicycles
8. girls
9. languages
10.tree
1 1 .sidewalk
10. trees
1 1 . sidewalks
12. streets
12.street
Introduce the Concept
Grammar Transparency 46
Plurals and Possessives
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: The toys belong to the boy. Whose
toys are they? They are the boy’s toys.
1. Define explicitly.
Practice: Fill in the blank with the
correct possessive.
1.The two horses belong to the
cowboy. Whose horses are they?
They are the
horses.
2.The cows belongs to the farmer.
Whose cows are they? They are
the
cows.
3.Those horses belong to the rancher.
Whose horses are they? They are
the
horses.
4.The cat has black-and-white fur.
Whose fur is it? It is the
fur.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short letter
to someone that
expresses both a fact
and an opinion about
the right to vote. Use
at least one plural
noun and one plural
possessive noun.
ANSWERS
1. cowboy’s
2. farmer’s
3. rancher’s
4. cat’s
5. boys’
6. dinosaur’s
5.Those skateboards belong to two
boys. Whose skateboards are they?
They are those two
skateboards.
6.The spiked tail is on that dinosaur.
Whose spiked tail is it? It is the
spiked tail.
Teach the Concept
Grammar Transparency 47
Plurals and Possessives
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: The name of the movie is the battle
for the universe.
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Answer: The Battle for the Universe
Example: The newspaper is named The Daily
Observer.
Answer: The Daily Observer or The Daily
Observer
4. Review answers and
provide corrective
feedback.
Example: The name of the song is
gingerbread man.
5. Have students reread
the sentences to a
partner to develop
fluency.
Answer: “Gingerbread Man”
6. Connect to writing.
Write an e-mail
to a friend that
recommends several
books, stories, songs,
poems, or articles
about frontier life.
Practice: Correct the titles.
1.My mom says The Daily Post is her
favorite newspaper.
ANSWERS
1. The Daily Post or The
Daily Post
2.I heard the song somewhere over the
rainbow on the radio today.
2. “Somewhere Over the
Rainbow”
3. How I Did What I Did
or How I Did What I
Did
3.The title of the book is how I did
what I did.
4. “Miss Alaineus.”
5. Princess of Barataria
4.Our teacher assigned us a short story,
miss alaineus.
6. Anne of Green Gables
or Anne of Green
Gables
5.Her official title was princess of
barataria.
6.Shannon is reading the book anne of
green gables.
Review and Practice
Grammar Transparency 48
Plurals and Possessives
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: boys
1. Define explicitly.
2. Provide clear
examples.
Answer: more than one boy
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Example: boy’s
Answer: belonging to a boy
Example: boys’
Answer: belonging to more than one boy
4. Review answers and
provide corrective
feedback.
Practice: Explain the meaning of each.
1.children’s
2.cities
3.newspapers’
4.telephones
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short
biography of a person
who fought for voting
rights. Use a variety of
plural and possessive
nouns.
ANSWERS
1. belonging to children
2. more than one city
5.sun’s
6.planets’
7.shelves
8.feet’s
9.mountain’s
3. belonging to more
than one newspaper
4. more than one
telephone
5. belonging to the sun
6. belonging to more
than one planet
7. more than one shelf
8. belonging to more
than one foot
9. belonging to a
mountain
10. belonging to a
swimsuit
10.swimsuit’s
Review and Proofread
Grammar Transparency 49
Plurals and Possessives
© Macmillan/McGraw-Hill
Practice: Change each possessive
noun to a plural noun.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
1.Do you think I can borrow that
cowboy’s horse?
My two uncles are
in Wyoming.
2.The farmer’s cows come into the barn
every evening.
How many
do you know?
3.The trees’ leaves are all changing red.
I think the maple
are the reddest.
4.The skateboard’s wheels need fixing.
I like the short
best.
Practice: Change each plural noun to
a possessive noun.
1.Dinosaurs lived millions of years ago.
I saw
tracks at the museum
2.His sisters would be coming home
for Thanksgiving.
That’s what his
letter said.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write an editorial for
your school paper
that expresses an
opinion about the
voting process. Use a
variety of plural and
possessive nouns.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. cowboys
2. farmers
3. trees
4. skateboards
1. dinosaurs’
2. sisters’
3. passengers’
4. beaches’
3.All of the passengers were angry.
The
luggage got lost.
4.Kathy liked beaches with clean sand.
She didn’t like these
dirty sand.
Assess and Reteach
Grammar Transparency 50
Plurals and Possessives
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: Julie always eats her vegetables.
1. Define explicitly.
Answer: Julie; eats
Practice: Name the subject and the
action verb.
1.Bill speaks two languages: English
and Chinese.
2.She reads two books every week.
3.That teacher never gives tests
on Fridays.
4.I like vanilla ice cream better than
chocolate.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Make a list of five
action verbs that tell
what tricksters might
do. Use each one in a
sentence.
ANSWERS
1. Bill; speaks
2. She; reads
5.Every morning we buy a newspaper
at the coffee shop.
3. teacher; gives
4. I; like
5. we; buy
6. He; wants
6.He wants a basketball for his birthday.
7.Sometimes they sit on benches in
the park.
7. they; sit
8. you; raise
9. mom; lies
10. I; smell
8.Do you raise your hand often?
9.My mom sometimes lies down in the
afternoon.
10.I smell something bad.
Introduce the Concept
Grammar Transparency 51
Action Verbs
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: (He/walk)
He walks the dog after school.
1. Define explicitly.
2. Provide clear
examples.
Example: (they/live)
I think they live in an apartment.
Practice: Put the subject and action
verb in the correct space. Make sure
the subject and verb are in agreement.
1.(I/dance)
always
2.(We/work)
usually
seven o’clock.
3.(He/sing)
at a party.
until
beautifully.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short
paragraph that
describes a particular
character from a
trickster tale. Use only
action verbs to tell
about the character.
ANSWERS
1. I always dance at a
party.
4.(Emily/score) In almost every
game,
a goal.
2. We usually work until
seven o’clock.
3. He sings beautifully.
5.(They/deliver)
pizza I order!
never
6.(dress/look)That
7.(brother/feel) My little
he doesn’t win.
the
4. In almost every game,
Emily scores a goal.
5. They never deliver the
pizza I order!
really nice.
bad if
6. That dress looks really
nice.
7. My little brother feels
bad if he doesn’t win.
8. We always drink a
lot of water during
basketball practice.
8.(We/drink)
always
a lot of
water during basketball practice.
Teach the Concept
Grammar Transparency 52
Action Verbs
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Examples: eat
1. Define explicitly.
I eat breakfast every morning.
You eat breakfast every morning.
(He) (She) (It) eats breakfast every morning.
We eat breakfast every morning.
They eat breakfast every morning.
Practice: Change the verb so it
matches the subject.
1.buyShe often
flowers for her
grandmother. We
books
every time we go to the mall.
2.playMy friends usually
baseball after school. Tom’s
sister
the trombone.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short dialogue
between a trickster
and another character.
Use a variety of action
verbs to tell how they
speak each sentence.
ANSWERS
1. buys, buy
2. play, plays
3. argue, argues
4. fly, flies
3.argueRuth and I sometimes
about what movie to see.
Simon
with his brother all
the time.
4.flySome birds
south for the
winter. My uncle
a jet for
the airline.
Review and Practice
Grammar Transparency 53
Action Verbs
© Macmillan/McGraw-Hill
Practice: Name the action verb. Then
choose the subject that agrees with
the verb.
1.(We/She)
buy all our groceries at
the corner store.
2.(My friends/Frank)
almost never
misses a football game on TV.
3.(He/You)
bus.
sometimes miss the
4.(Jill and I/She)
the summer.
like camping in
5.(Mom and dad/A dog)
never
bites the hand that feeds it.
6.(they/he) During their vacation,
usually fly to Mexico.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a letter to the
author of a trickster
tale and ask why he
or she wrote the
story. Use action
verbs as you tell
what you thought the
purpose was.
ANSWERS
1. buy; we
2. misses; Frank
3. miss; you
4. like; Jill and I
5. bites; a dog
7.(parents/coach) Our
bus to the games.
drives the
6. fly; they
7. drives; our coach
8. plant; we
9. wins; Their team
8.(We/A gardener)
garden every April.
plant a flower
9.(team/players) Their
wins the
most games every year.
Review and Proofread
Grammar Transparency 54
Action Verbs
© Macmillan/McGraw-Hill
Practice: Fill in the correct action
verb to complete the story. The first
one has been done for you.
Every summer my family visits (visit/
visits) my grandparents for a week.
They
1.
(live/lives) in a cabin
on a lake. My parents
2.
(sleep/
sleeps) late to catch up on their rest.
But my little brother and I always
3.
(get/gets) up early. He
4.
(like/likes) to go fishing
with Grandpa just as the sun
5.
(rise/raises) up. I
6.
(prefer/
prefers) swimming, even though
the water is very cold. Sometimes
Grandma
7.
(join/joins) me, and
we
8.
(lie/lay) out on the raft.
The cold
9.
(make/makes) our
teeth
10.
(chatter/chatters). But
it really
11.
(wake/wakes) us
up! After that we might swim all day
until the sun
12.
(sits/sets) on
the horizon.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short trickster
tale of your own.
Use as many of the
following action verbs
as possible in your
story: lie/lay, set/sit,
rise/raise.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. live
2. sleep
3. get
4. likes
5. rises
6. prefer
7. joins
8. lie
9. makes
10. chatter
1 1 . wakes
12. sets
Assess and Reteach
Grammar Transparency 55
Action Verbs
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: (dry) He usually
towel.
his hair with a
Answer: dries
Practice: Use the simple present
tense of the verb to complete these
sentences. Make sure that the subjects
and verbs are in agreement. The first
five sentences use the same verb.
1.(write) He sometimes
in a notebook.
2.This pen
3.You
his stories
in green ink.
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write about a difficult
situation you recently
faced, but use only
present-tense verbs to
describe it.
ANSWERS
with your left hand, right?
1. writes
2. writes
3. write
4.We always
backpacks.
our names on our
5.They never
down the area code.
4. write
5. write
6. messes
7. buzzes
6.(mess) The cat always
8. blushes
up my bed.
7.(buzz) The wasp
if you get too
close to the window.
8.(blush) My brother
at him.
Introduce the Concept
Grammar Transparency 56
if you smile
Present Tense
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: (snow) It
a lot last month.
Answer: snowed
Example: (blow) The wind
last night.
down a tree
Answer: blew
Practice: Use the simple past tense of
these regular verbs.
1.(wash) I
2.(turn) Who
3.(pull) He
4.(smile) They
my hair last night.
off the light?
a muscle in gym class.
at me in class.
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short
sequence of pasttense sentences that
tell how a character
in fiction escaped a
difficult situation.
ANSWERS
1. washed
Practice: Use the simple past tense
for these irregular verbs.
1.(find) The police
his stolen bike
after your phone call.
2. turned
3. pulled
4. smiled
1. found
2. hit
3. flew
4. sank
2.(hit) She
three home runs in
yesterday’s game.
3.(fly) We
January.
to New York last
4.(sink) The battleship
30 minutes.
Teach the Concept
Grammar Transparency 57
in just
Past Tense
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: (come) Chuck and Robin
show tomorrow night.
to the
Answer: will come
Example: (eat) The mouse
last night.
all the cheese
Answer: ate
Practice: Use the future tense of
the verb.
1.(write) We
a list of instructions
for you before we leave.
2.(remember) I
your kindness long
after you’re gone.
3.(deliver) They
the new
dishwasher the day after tomorrow.
Practice: Use the simple past or the
future tense of the verb.
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Think of a challenge
you may face in
the future. Write a
letter to yourself
using the future
tense to suggest
ways of handling the
challenge.
ANSWERS
1. will write
2. will remember
3. will deliver
1. will share
2. sang; will sing
3. sledded
1.(share) They
their water until we
get the pump fixed.
2.(sing) He
“Old Man River.”
3.(sled) Yesterday, my sister and I
down the biggest hill in town.
Review and Practice
Grammar Transparency 58
Future and Past Tenses
© Macmillan/McGraw-Hill
Practice: Name the verb. Then
identify whether the sentence is in
the past tense, simple present tense,
or future tense.
1.The mayor postponed the meeting
until next week.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
2.We will win the championship.
4. Review answers and
provide corrective
feedback.
3.Too much pollution hurts
the environment.
5. Have students reread
the sentences to a
partner to develop
fluency.
4.You will wash the dishes after school.
5.In 1774, British soldiers set up their
camp on Boston Common.
6.Jennifer and I will practice all day
tomorrow to get ready for the show.
7.We plan a big Valentine’s Day party
every year.
8.They will need a ride to the meeting.
6. Connect to writing.
Write a short
summary of a poem in
which a character uses
his or her wits to avoid
trouble. Be sure to use
proper capitalization
and punctuation in the
title of the poem.
ANSWERS
1.postponed; past tense
2.will win; future tense
3.hurts; simple present
tense
4.will wash; future tense
5.set up; past tense
6. will practice; future
tense
7.plan; simple present
tense
8.will need; future tense
Review and Proofread
Grammar Transparency 59
Verb Tenses
© Macmillan/McGraw-Hill
Practice: Match the sentence to its
verb tense.
A.past tense
B.simple present
C.future tensetense
1.General Gage listened to Colin.
2.My aunt and uncle write travel
articles.
3.He will scrape the ice off the
windows.
4.I usually give a speech for Earth Day.
Practice: Insert the correct form of
the verb.
1.They
the results of the election.
(past tense of challenge)
2.She gently
the trunk of the tree.
(past tense of pat)
3.Every year, the U.S.
tons of
paper, glass, and aluminum.
(present tense of recycle)
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a fairy tale that
uses a variety of verb
tenses to tell how a
character uses his or
her intelligence to
overcome a challenge.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. A
2. B
3. C
4. B
1. challenged
2. patted
3. recycles
4. will graduate
4.My sister
from high school next
year. (future tense of graduate)
Assess and Reteach
Grammar Transparency 60
Verb Tenses
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: She can jump over the bike rack.
1. Define explicitly.
2. Provide clear
examples.
Main verb: jump
Helping verb: can
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Practice: Choose the main and
helping verbs.
1.We are driving to Yosemite National
Park this summer.
2.You should eat something for
breakfast.
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write three sentences
that use action verbs
to tell a short tale.
Then rewrite the
sentences using
helping verbs.
3.He is hoping for something good to
happen.
ANSWERS
1. driving; are
4.Mr. Harris could start the meeting
after the concert.
2. eat; should
3. hoping; is
4. start; could
5. researching; am
5.I am researching my history paper on
the Internet.
6. spilled; has
7. running; were
8. belong; shall
6.Ms. Morris has spilled coffee all over
her books.
7.Jim and Rob were running on the
playground.
8.Someday this tree shall belong to my
granddaughters.
Introduce the Concept
Grammar Transparency 61
Main and Helping Verbs
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Examples: They are telling the truth.
1. Define explicitly.
2. Provide clear
examples.
They were telling the truth.
Practice: Identify the correct presenttense form of be (am, is, are). Name
the main verb.
1.I
helping my dad get ready for
the concert.
2.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
you cleaning your room today?
6. Connect to writing.
Write a book review
that summarizes your
favorite tale or story.
Underline all main
verbs and circle any
helping verbs you use.
3.She
learning French for her trip
to Montreal.
ANSWERS
1. am; helping
Practice: Identify the correct pasttense form of be (was, were). Name
the main verb.
2. Are; cleaning
3. is; learning
1. were; pumping
2. was; laughing
1.My friends
all pumping water for
their families.
2.She
3. were; waiting
laughing at my grandmother.
3.Bob and I
arcade.
Teach the Concept
Grammar Transparency 62
waiting for you at the
Main and Helping Verbs
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Examples: I have already read all of the books
in the library. By fourth grade, I had read
all of the books in the library.
1. Define explicitly.
They will not go. They won’t go.
Practice: Complete using the present
and past tenses of the helping
verb have.
1.He
won every video game we’ve
played. By lunchtime, he
won all
of our marbles.
2.The police
stopped traffic. By
sunset, Jill and I
already been
stopped.
3.
you brushed your teeth? You
already washed your hands.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short e-mail
about an author
whose work you
enjoy. Use the helping
verb have at least
once. Then rewrite
the e-mail so that
it expresses the
opposite thoughts by
using contractions
with not.
ANSWERS
1. has; had
2. have; had
3. Have; had
Practice: Form a contraction from the
bold-faced words.
1. aren’t
2. wasn’t
3. won’t
1.They are not having fun.
2.Alan was not invited.
3.We will not get there before the
game starts.
Review and Practice
Grammar Transparency 63
Helping Verbs
© Macmillan/McGraw-Hill
Practice: Name the correct helping
verb. Identify the main verb.
1.(has/have) Randy
a million times.
Model/Guided
Practice Routine
1. Define explicitly.
sung that song
2.(won’t/weren’t) They
today; it’s too cold.
wear shorts
practicing her flute
5.(will/were) Someday cars
solar power.
run on
6.(had/have) By 4 o’clock, they
popped all the birthday balloons.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
3.(can’t/couldn’t) We
find a pay
phone anywhere last night.
4.(is/was) Joan
right now.
2. Provide clear
examples.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a profile of
a storyteller in
your town or state.
Use a variety of
helping verbs and
contractions.
ANSWERS
1. has; sung
2. won’t; wear
3. couldn’t; find
4. is; practicing
5. will; run
7.(am/was) Start without me; I
finishing my homework.
6. had; popped
7. am; finishing
8. weren’t; going
8.(weren’t/won’t) Bill and Jeff
going to the park.
Review and Proofread
Grammar Transparency 64
Main and Helping Verbs
© Macmillan/McGraw-Hill
Practice: Use the correct helping verb
for each tense.
1.(flying) Past: The bats
after dark.
Present: The bats
after
dark.
Future: The bats
after
dark.
2.(camping) Past: I
by the creek.
Present: I
by the creek.
Future: I
by the creek.
3.(digging) Past: They
a new well.
Present: They
a new
well.
Future: They
a new well.
4.(taking)
Past: My mom
a new job.
Present: My mom
a
new job.
Future: My mom
a new
job.
5.(measuring)
Assess and Reteach
Grammar Transparency 65
Past: Dr. Harris
Jane’s
height.
Present: Dr. Harris
Jane’s height.
Future: Dr. Harris
Jane’s height.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short
comparison of two
similar tales from
different cultures. Use
a variety of tenses,
helping verbs, and
contractions.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. were flying; are
flying; will be flying
2. was camping; am
camping; will be
camping
3. were digging; are
digging; will
be digging
4. was taking; is taking;
will be taking
5. was measuring; is
measuring; will be
measuring
Main and Helping Verbs
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: My feet are cold.
1. Define explicitly.
2. Provide clear
examples.
Practice: Name the linking verb.
Choose a predicate adjective from
the list to complete the sentence.
cold
funny strange
bored
powerful sick
mysterious
happy
fake exhausted stormy
1.This cheese tastes
.
2.The students looked
3.My uncle is very
during lunch.
.
.
5.The twins are both
.
6.Ms. Johnson seems
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Make a list of goals for
yourself in the coming
year. Use at least one
linking verb in each
sentence.
1. tastes
Possible answer: strange
2. looked
Possible answer: sick
3. is
Possible answer:
mysterious
4. was
Possible answer:
powerful
today.
7.The two wrestlers were
end of the match.
by the
8.His smile always appeared
9.The weather will be
tomorrow.
Introduce the Concept
Grammar Transparency 66
4. Review answers and
provide corrective
feedback.
ANSWERS
4.The drumbeat was
10.The barn smelled
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
to me.
tonight and
5. are
Possible answer: happy
6. seems
Possible answer: bored
7. were
Possible answer:
exhausted
8. appeared
Possible answer: fake
9. will be
Possible answer: stormy
10.smelled
Possible answer: funny
.
Linking Verbs
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: Jennifer’s mom is a computer
programmer.
1. Define explicitly.
Answer: is; computer programmer
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Example: I felt sick after dinner.
Answer: felt; sick
2. Provide clear
examples.
Practice: Identify the linking verb.
Name the predicate noun or predicate
adjective.
4. Review answers and
provide corrective
feedback.
1.Fatima was first in line.
6. Connect to writing.
Write a letter that
gives advice to
someone on how to
overcome a specific
challenge. Use a
variety of linking
verbs.
2.This milk tastes sour.
3.Shelly is the captain of the
basketball team.
4.General Gage was commander of the
British troops in Boston.
5.You seem unhappy.
5. Have students reread
the sentences to a
partner to develop
fluency.
ANSWERS
1. was: first
2. tastes; sour
3. is; the captain
4. was; commander
5. seem; unhappy
6. smells; good
7. is; my favorite teacher
6.Her perfume really smells good.
7.Mrs. Morrison is my favorite teacher.
8. isn’t; blue
9. appeared; thirsty;
tired
10. was; an Air Force pilot
8.Your backpack isn’t blue.
9.After the race they appeared thirsty
and tired.
10.My grandfather was an Air Force pilot.
Teach the Concept
Grammar Transparency 67
Linking Verbs
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: great/this/casserole/tastes
1. Define explicitly.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
This casserole tastes great; tastes
Practice: Unscramble the sentences.
Put in correct punctuation and
capitalization. Name the linking verb.
1.upset/seems/sure/Mr. Sheeks
2.his/Jeff/like/looks/dad
3.friendly/they/very/people/are
4.will be/we/after/hungry/the/game
5.a/was/Mrs. Morris/judge
6.full/the/is/bucket/water/of
7.cool/forehead/feels/your
8.game/the/video/easier/second/
seemed/the/time
9.neighbors/were/they/for/years/
our/three
10.scared/looked/he/
2. Provide clear
examples.
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short dialogue
between two folk
tale writers who
are comparing their
work. Use a variety
of linking verbs and
proper punctuation
and capitalization for
the quotations.
ANSWERS
1. Mr. Sheeks sure seems
upset.; seems
2. Jeff looks like his dad.;
looks
3. They are very friendly
people.; are
4. We will be hungry after
the game.; will be
5. Mrs. Morris was a judge.;
was
6. The bucket is full of
water.; is
7. Your forehead feels
cool.; feels
8. The video game seemed
easier the second time.;
seemed
9. They were our
neighbors for three
years.; were
10.He looked scared.;
looked.
Review and Practice
Grammar Transparency 68
Linking Verbs
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: She looks tired; linking verb
1. Define explicitly.
2. Provide clear
examples.
Example: He looked into the well; action verb
Practice: Identify the verb. Tell
whether the sentence uses an action
verb or a linking verb.
1.I tasted the candy and smiled.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
2.The horses all appear healthy.
6. Connect to writing.
Write a short folk tale
based on a challenge
you yourself have
faced. Use a variety
of linking verbs and
include dialogue in
your tale.
3.The soldiers were happy to help.
4.His hands smell like onions.
5.She felt the rough bark with
her fingers.
ANSWERS
1. tasted; smiled; action
verbs
2. appear; linking verb
6.That drink tasted like bananas.
3. were; linking verb
4. smell; linking verb
7.The wolves smelled the roasting meat.
8.Dr. Harris will be late.
5. felt; action verb
6. tasted; linking verb
7. smelled; action verb
8. will be; linking verb
9. looked; action verb
9.She looked over my notes from
social studies.
10. feels; linking verb
10.My throat feels sore.
Review and Proofread
Grammar Transparency 69
Action and Linking Verbs
© Macmillan/McGraw-Hill
Practice: Name the linking verb.
Identify the predicate noun or
predicate adjective. Tell which it is.
1.She will be a firefighter someday.
2.My grandmother looked unhappy.
3.Ban Ki-moon is Secretary-General of
the United Nations.
4.Dinner smells great!
5.Our dogs are both bulldogs.
6.All of us felt nervous.
7.His mom and dad were basketball
stars in high school.
8.This hot dog tastes terrible.
9.This answer seems wrong to me.
10.Colonel Bright was a member of the
Wyoming Territory Council.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short poem
on the theme of
challenges. Use
linking verbs and
dialogue if possible.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. will be; a firefighter;
predicate noun
2. looked; unhappy;
predicate adjective
3. is; Secretary-General;
predicate noun
4. smells; great;
predicate adjective
5. are; bulldogs;
predicate noun
6. felt; nervous;
predicate adjective
7. were; basketball stars;
predicate noun
8. tastes; terrible;
predicate adjective
9. seems; wrong;
predicate adjective
10. was; member;
predicate noun
Assess and Reteach
Grammar Transparency 70
Linking Verbs
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: He drinks a lot of water. He drank a
lot of water.
1. Define explicitly.
Practice: Change the sentences from
the present tense to the past tense.
1.We always begin at 8 o’clock.
2.My little sister sometimes falls out of
her bed.
3.Walter and Danny argue a lot.
4.I see a squirrel.
5.She always chooses something green
to wear.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Create a list of
questions that you
have about World War
II. Use the past tense
and include irregular
verbs that you have
learned.
ANSWERS
1. began
2. fell
6.I know the answer.
7.He runs faster than you.
3. argued
4. saw
5. chose
6. knew
7. ran
8.My dad leaves work at 5:30.
8. left
9. had
10. read
9.Uncle Bob has a black sports car.
10.I read sports magazines.
Introduce the Concept
Grammar Transparency 71
Irregular Verbs
© Macmillan/McGraw-Hill
Review
Example: begin
Model/Guided
Practice Routine
began
Practice: Match the present tense to
the past tense.
Present Tense
Past Tense
1.drink
A.brought
2.lay
B.ate
3.say
C.wrote
4.think
D.drank
5.write
E.caught
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short
news article about
using codes to
communicate. Use
several irregular past
tense verbs in your
writing.
ANSWERS
1. 1-D
6.eat
F.said
2. 2-I
3. 3-F
4. 4-H
7.make
G.did
8.do
H.thought
5. 5-C
6. 6-B
7. 7-J
8. 8-G
9. 9-A
9.bring
I.laid
10.catch
J.made
Teach the Concept
Grammar Transparency 72
10. 10-E
Irregular Verbs
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: I eat dinner. I ate dinner.
I have eaten dinner.
1. Define explicitly.
Practice: Insert the correct past tense
of the verb.
1.I get presents.
I
presents.
I have
presents.
2.She sits in the chair.
She
in the chair.
She has
in the chair.
3.Jeff forgets her name.
Jeff
her name.
Jeff has
her name.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Use irregular pasttense verb forms
to write a letter
asking for a Native
American’s help in
creating and breaking
codes during the war.
ANSWERS
1. got; gotten
2. sat; sat
3. forgot; forgotten
4.She writes stories.
She
stories.
She has
stories.
4. wrote; written
5. did; done
6. spoke; spoken
5.The dog does it.
The dog
it.
The dog has
it.
6.He speaks loudly.
He
loudly.
He has
loudly.
Review and Practice
Grammar Transparency 73
Irregular Verbs
© Macmillan/McGraw-Hill
Practice: Choose the correct
verb form.
1.Yesterday, Walter and Danny (fight,
fought) a lot.
2.One day they (get, got) into a fight in
the park.
3.Then Walter (finds, found) a box with
a game inside.
4.They (took, taken) it home.
5.Danny (chose, chosen) a card while
Walter watched TV.
6.He (reads, read) it out loud.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a radio
broadcast that tells
how codes were used
to win a wartime
battle. Use vivid pasttense verbs in your
report.
ANSWERS
1. fought
7.“Meteor showers, take evasive
action,” the announcer (say, said).
2. got
3. found
4. took
5. chose
8.Walter (hear, heard) a noisy sound on
the roof.
6. read
7. said
8. heard
9. grew
9.The noise (grew, grown) louder.
10. threw
10.Walter (threw, throw) open the door.
Review and Proofread
Grammar Transparency 74
Irregular Verbs
© Macmillan/McGraw-Hill
Practice: Choose the correct pasttense form of the verb.
1.(buy) They
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
a new soccer ball.
2.(see) Jake has
times already.
that movie three
3.(go) We have
to Canada three
summers in a row.
4.(keep) My grandfather always
comb in his pocket.
4. Review answers and
provide corrective
feedback.
a
a cold at summer camp.
7.(sing) Who has
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a fictional
story that takes place
during World War
II. Use a variety of
irregular past-tense
verbs.
5.(win) Their team had
the
championship three times.
6.(catch) I
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
this song before?
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. bought
8.(swing) She
at the pitch but it
was high and outside.
2. seen
3. gone
4. kept
5. won
9.(hear) Have you
coach is?
who our new
6. caught
7. sung
8. swung
9. heard
10.(know) I haven’t
Assess and Reteach
Grammar Transparency 75
her very long.
10. known
Past-Tense Irregular Verbs
© Macmillan/McGraw-Hill
Review
Example: I’m Freddie.
breakfast. Answer: I
Model/Guided
Practice Routine
like to eat a healthy
Practice: Choose the correct pronoun.
1.My name is Terry.
grade.
2.Hi, Anita. Are
am in 5th
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
in 5th grade, too?
3.His name is Jim, and
the street.
4.Her name is Julie, and
door to me.
5.John and I love movies.
one every Saturday.
lives down
lives next
go to see
6.I know Julie and Jim, but
my friends.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write three sentences
about challenging
sports. Use a variety
of nouns. Then
rewrite the sentences,
replacing all of the
nouns with pronouns.
ANSWERS
1. I
2. you
3. he
aren’t
4. she
5. We
6. they
7. it
8. we
7.I have a pet snake, and I keep
in a cage.
8.There are six people in my family, so
have a big house.
Introduce the Concept
Grammar Transparency 76
Pronouns and Antecedents
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: Joanie and I are classmates. Joanie
and I have one class together. Answer: We
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Practice: In the second sentence,
replace the antecedent with the
correct pronoun.
4. Review answers and
provide corrective
feedback.
1.Jake is my best friend. Jake is in
fifth grade.
2.Frank and I like action movies. Frank
and I rent them at the video store.
3.Football is great. Football is our
favorite sport.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a real or
imagined journal
entry about facing an
extreme challenge.
Circle all of the
pronouns you use.
ANSWERS
1. He is in fifth grade.
4.Danny and Walter will get here
tonight. Danny and Walter will stay
just two days.
2. We rent them at the
video store.
3. It is our favorite sport.
4. They will stay just two
days.
5. She is not as good at
softball.
5.Ellen is really good at volleyball.
Ellen is not as good at softball.
6. It isn’t gold.
7. However, she is really
very nice.
6.This rock is yellow and shiny. This
rock isn’t gold.
7.My grandmother often seems serious.
However, my grandmother is really
very nice.
Teach the Concept
Grammar Transparency 77
Pronouns and Antecedents
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: We went to a play for the first time
last Friday. (They/It) was really good.
It; play
1. Define explicitly.
2. Provide clear
examples.
Practice: Choose the correct pronoun.
Identify its antecedent.
1.I only like three TV shows. (They/It)
are all on Friday night.
2.We met my sister’s boyfriend,
Tommy, last Saturday. (They/He)
seems like a nice guy.
3.Do you study with Ms. Rudd? I think
(she/we) is a good teacher.
4.Theodore Roosevelt and Franklin
Roosevelt were cousins, and
(he/they) were both U.S. presidents.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short news
article about someone
who faced a difficult
challenge. Then
rewrite the article as
though it were about
two people. Underline
all the pronouns in
both articles.
ANSWERS
Teacher, you might wish
to underline or circle
the antecedent as the
students identify it.
1. They; TV shows
2. He; boyfriend
5.Jill and I will miss the soccer game,
but (we/they) will be at the party.
6.Our house is sixty years old. (She/It)
was built in 1946.
3. she; Ms. Rudd
4. they; Theodore
Roosevelt and
Franklin Roosevelt
5. we; Jill and I
6. It; house
7. they; houses
7.These houses don’t look alike, but
(it/they) were built at the same time.
Review and Practice
Grammar Transparency 78
Pronouns and Antecedents
© Macmillan/McGraw-Hill
Practice: Choose the pronoun that
agrees with the antecedent.
Antecedent
1.Bob and I
2.Michael
Pronoun
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
3.Jill and Tamara
4. Review answers and
provide corrective
feedback.
4.your aunt
5. Have students reread
the sentences to a
partner to develop
fluency.
5.my bike
6.your backpack
7.his dad
8.my teammates and I
6. Connect to writing.
Write a blog entry
from the point of
view of someone
who surmounted a
great challenge. Use
as many pronouns as
possible.
ANSWERS
1. we
2. he
3. they
4. she
9.our bikes
10.the roads
5. it
6. it
7. he
8. we
9. they
10. they
Review and Proofread
Grammar Transparency 79
Pronouns and Antecedents
© Macmillan/McGraw-Hill
Practice: Identify the pronoun. Choose
the correct antecedent.
1.I saw the (plane/planes) take off, but
I didn’t see it land.
2.My (aunt/uncle) is an actor, but he
isn’t famous.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
3.The (horse/horses) got out of
the stable, and they ran into our
neighbor’s field.
5. Have students reread
the sentences to a
partner to develop
fluency.
4.(Ricardo and I/I) studied until
midnight, but then we got sleepy.
5.Your (grandpa/grandpa and grandma)
just arrived, and they really want to
see you.
6.Every October when the (leaves/leaf)
fall, they cover our yard.
6. Connect to writing.
Write a fictitious
dialogue of an
interview between
yourself and a great
athlete. Use as many
pronouns as possible.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. it; plane
2. he; uncle
3. they; horses
4. we; Ricardo and I
7.They are going to catch (me/
Willis and me) if we try to sneak
into the movie.
5. they; grandpa and
grandma
6. they; leaves
7. we; Willis and me
8. it; bicycle
8.The (bicycle/bicycles) is outside, but
it has a flat tire.
9. they; stars
9.The (star/stars) look like they move
across the sky.
Assess and Reteach
Grammar Transparency 80
Pronouns and Antecedents
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: I/Me have to work all day tomorrow.
Answer: I; subject pronoun
1. Define explicitly.
Example: You don’t like (her/she), do you?
Answer: her; object pronoun
Practice: Match the subject pronoun
to its object pronoun.
1.I
A.us
2.we
B.them
3.they
C.me
4.she
D.her
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a list of at
least three questions
that you might ask
an astronaut in an
interview. Use a
variety of subject and
object pronouns.
Practice: Choose the correct pronoun.
Is it a subject pronoun or an object
pronoun?
1.(He/Him) studies more than anyone.
ANSWERS
1. 1-C
2. 2-A
3. 3-B
4. 4-D
1. He; subject pronoun
2. her; object pronoun
3. them; object pronoun
2.Tricia Ann didn’t let anyone stop
(she/her).
4. You; subject pronoun
3.You don’t have to eat the onions if
you don’t like (it/them).
4.(You/It) shouldn’t let them hurt
your feelings.
Introduce the Concept
Grammar Transparency 81
Subject and Object Pronouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: We are going to see her after dinner.
Subject pronoun: We; Object pronoun: her
1. Define explicitly.
Practice: Identify the subject pronoun
and the object pronoun.
1.He pulled the ladder up after him.
2.They are friendly, but don’t trust them.
3.We ran away, and none of the kids
caught us.
4.She teaches art, but she won’t let
anyone draw a picture of her.
5.It is still hot. Don’t touch it!
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
If you were leading
a team of astronauts
in space, what might
you do or hope to
discover? Write
a short proposal
explaining the goals
of your mission. Use a
variety of pronouns.
ANSWERS
6.You don’t know what could happen
to you.
Teacher, you might
underline one and
circle the other on the
transparency as students
answer.
7.We got green paint all over us.
1. SP: He; OP: him
2. SP: They; OP: them
3. SP: We; OP: us
8.He might be embarrassed if we
help him.
4. SP: She; OP: her
5. SP: It; OP: it
6. SP: You; OP: you
7. SP: We; OP: us
9.I will call my dad to come get me.
8. SP: He; OP: him
9. SP: I; OP: me
10. SP: They; OP: them
10.They won’t leave unless somebody
yells at them.
Teach the Concept
Grammar Transparency 82
Subject and Object Pronouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: Ellie can see them from the house,
and Ellie likes the view. Answer: she
1. Define explicitly.
Practice: Name the correct pronoun
for the underlined noun(s).
1.Cara and I won’t let anyone help Cara
and me bake cookies.
2.Our cats got out of the house, and we
couldn’t catch our cats.
3.Ed was sleeping so deeply his mother
couldn’t wake Ed.
4.He untied his shoes and left his shoes
by the back door.
5.Gloria stayed outside until her father
called Gloria for dinner.
6.The skunk ran across the yard, then
the skunk disappeared into the grass.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a news article
about a group of
scientists who help
astronauts but who
don’t go into space
themselves. Use a
variety of pronouns.
ANSWERS
1. us
2. them
3. him
4. them
5. her
6. it
7. him
8. you
7.The new boots Carlos bought made
Carlos look taller.
8.You three girls go hide, and I’ll try to
find you three girls.
Review and Practice
Grammar Transparency 83
Subject and Object Pronouns
© Macmillan/McGraw-Hill
Practice: Identify the correct subject
pronoun and object pronoun.
1.
can’t catch
2.
should be nice to
3.
don’t believe
4.
dropped
(her/we)
5.Plants will die if
(them/you)
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
. (us/you)
. (them/we)
. (you/they)
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
off at school.
don’t water
.
6.
saw Tyson waiting for
gate. (him/he)
by the
7.Do
see anyone behind
(us/you)
?
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a fictional
narrative that
describes a space
mission. Use a variety
of pronouns and
underline all object
pronouns.
ANSWERS
1. You; us
2. We; them
3. They; you
8.Before my mother could question
,
slipped out the door.
(he/him)
4. We; her
5. you; them
6. He; him
7. you; us
8. him; he
9. She; it
9.
picked up the fishing pole and
carried
home. (it/she)
10. I; us
10.
don’t think that book will
help
. (us/I)
Review and Proofread
Grammar Transparency 84
Subject and Object Pronouns
© Macmillan/McGraw-Hill
Practice: For each noun, name the
subject pronoun and object pronoun.
Noun
Subject Pronoun
1.Carlos
2.Tiffany
3.Michelle and I
4.Mom and Dad
Object
Pronoun
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
Practice: Identify the underlined
pronoun. Is it a subject or an object
pronoun?
1.They know the police are after them.
6. Connect to writing.
Write a research
report that focuses
on one discovery
or invention that
came from the space
program. Use a
variety of subject and
object pronouns.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. he; him
2. she; her
2.By the time Tony heard her, she was
already up the tree.
3. we; us
4. they; them
1. object pronoun
3.When Mr. Barnes gave us the letter,
we left.
2. object pronoun
3. subject pronoun
4. subject pronoun
4.She never lets anything bother her.
Assess and Reteach
Grammar Transparency 85
Subject and Object Pronouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Examples: I (go/goes) Answer: I go
She (go/goes) Answer: She goes
1. Define explicitly.
2. Provide clear
examples.
Example: (I/Me) want to go home now.
Answer: I
Practice: Match the pronoun with the
verb form it agrees with.
1.I (lives/live)
2.you (lives/live)
3.he (lives/live)
4.she (lives/live)
5.we (lives/live)
6.they (lives/live)
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a sentence
about how you help
out at home. Then
rewrite the sentence
using you, he, she, we,
and they as subject
pronouns.
7.it (lives/live)
ANSWERS
1. I live
Practice: Choose the pronoun that
agrees with the verb.
2. you live
3. he lives
4. she lives
5. we live
1.After lunch, (I/he) usually take a nap.
2.(He/We) drinks a gallon of milk a day.
6. they live
7. it lives
1. I
2. He
3.(She/They) leave every morning at
exactly 8 o’clock.
Introduce the Concept
Grammar Transparency 86
3. They
Pronoun-Verb Agreement
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: I (am, are) going to school now.
Answer: am
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Example: (She/They) are going to a concert
tonight. Answer: They
Practice: Choose the verb form that
agrees with the pronoun.
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
1.We (is/are) all fifth-graders at
Roosevelt Elementary School.
2.Every Saturday, she (have/has) ballet.
3.Like most cats, it (likes/like) to sleep.
4.I (am/is) a member of the band.
6. Connect to writing.
Write a short speech
that thanks a person
or group for helping
out in some way.
Use a variety of
subject pronouns and
underline each one.
ANSWERS
1. are
Practice: Choose the pronoun that
agrees with the verb.
1.I don’t know if (he/they) prefer
apples or oranges.
2. has
3. likes
4. am
1. they
2. it
3. They
4. she
2.Is (I/it) ready for tomorrow?
3.(She/They) sometimes drive to the
ocean.
4.After supper, (she/we) plans to go
over to Brittany’s house.
Teach the Concept
Grammar Transparency 87
Pronoun-Verb Agreement
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: You are not going to do that!
Answer: You’re
1. Define explicitly.
Example: Amy is a wonderful athlete, and
a good student, too. Answer: she’s
Practice: Replace the underlined
words with the correct contraction.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
1.We are not fourth-graders.
2.I am late for karate class.
3.After school, she is coming over.
4.They are from Chicago.
6. Connect to writing.
Write a blog entry
that describes an
activity that helps out
in some way. Use a
variety of pronounverb contractions.
ANSWERS
Practice: Use the correct contraction.
1. We’re
2. I’m
3. she’s
she’s
it’s
he’s
they’re
4. They’re
1. They’re
1.Oh no! Ants!
all over the bananas.
2.Tony works hard, and
smart.
really
2. he’s
3. it’s
4. she’s
3.I don’t have the tape, but I think
over there.
4.My little sister is in second grade, and
already fond of reading.
Review and Practice
Grammar Transparency 88
Contractions
© Macmillan/McGraw-Hill
Practice: Choose the action-verb form
that agrees with the pronoun.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
2.We (change/changes) the water in
the aquarium every week.
4. Review answers and
provide corrective
feedback.
3.They (wear/wears) really weird
clothes.
4.It usually (rain/rains) in the afternoon.
1.(She/They) always gives me a
big hug.
2.(We/He) want you to help.
1. Define explicitly.
2. Provide clear
examples.
1.He (talk/talks) on his cell phone
too much.
Practice: Choose the pronoun that
agrees with the verb. Are the
pronoun and matching verb singular
or plural?
Model/Guided
Practice Routine
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a letter to the
editor encouraging
people to help you in
a particular cause or
event. Use a variety
of pronoun-verb
contractions.
ANSWERS
1. talks
2. change
3. wear
4. rains
1. She; singular
2. We; plural
3. you; singular or plural
4. they; plural
3.When are (she/you) leaving for
Scotland?
4.Every evening (it/they) water the
cabbage and beans.
Review and Proofread
Grammar Transparency 89
Pronoun-Verb Agreement
© Macmillan/McGraw-Hill
Practice: Change the singular pronoun
and verb into the plural form.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
1.I think about school a lot.
(We)
about school a lot.
2.He sends birthday cards to everyone.
(They)
birthday cards to
everyone.
3.It rests after hunting for food. (They)
after hunting for food.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write an editorial
about a cause that
you believe in and
explain why. Use a
variety of pronouns
and contractions as
you tell others what
they can do to help.
4.When the game is over, I always
shake hands with the other team.
(we) When the game is over,
always
hands with the other
team.
ANSWERS
Practice: Change the plural pronoun
and verb into the correct singular form.
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. We think
2. They send
1.In the fall, we play soccer instead
of baseball. In the fall, I
soccer
instead of baseball.
2.They know where the treasure is.
She
where the treasure is.
3. They rest
4. we, shake
1. play
2. knows
3. comes
3.They never come out before dark.
It never
out before dark.
Reteach and Assess
Grammar Transparency 90
Pronoun-Verb Agreement
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: How cute the raccoon’s tail is!
Answer: How cute its tail is!
1. Define explicitly.
Example: That’s a pencil that belongs to me.
Answer: That’s my pencil.
Practice: Replace the possessive noun
with the correct possessive pronoun
from the following list:
her
his
its
their
1.Do you like Anita’s backpack? Do you
like
backpack?
2.Tyler’s and Max’s bikes are at school.
bikes are at school.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Make a list of people
in your family and tell
what each one does
to help around the
house. Use possessive
pronouns in each
sentence.
ANSWERS
1. her
2. Their
3.The hurricane’s winds got stronger.
winds got stronger.
3. Its
4. His
5. Their
4.The pilot’s hand was shaking as he
steered the plane.
hand was
shaking as he steered the plane.
5.Ms. Jackson’s and Ms. Taylor’s classes
are the hardest.
classes are the
hardest.
Introduce the Concept
Grammar Transparency 91
Possessive Pronouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: I have a sister, too, but your sister is
older than
. Answer: mine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Practice: Finish the sentence by
choosing the correct possessive
pronoun from the list:
mine yours hers his ours theirs
1.Hey, give that back to me. That’s not
your candy bar, it’s
.
2.Wow! Is that your new bike?
much nicer than mine.
is
3.We like our dog better than his. For
one thing,
is friendlier.
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write an introductory
paragraph for your
family’s or your class’s
Web page. Tell how
you all work together
in some way. Use a
variety of possessive
pronouns.
ANSWERS
1. mine
2. Yours
4.Kate says that’s not her jacket.
black and red.
is
3. ours
4. Hers
5. theirs
6. his
5.I’m glad I don’t play on their baseball
team. Our team wins sometimes. But
always loses.
6.My twin brother and I both have red
hair, but
is cut shorter than mine.
Teach the Concept
Grammar Transparency 92
Possessive Pronouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: Maple St has trees along it’s sides.
1. Define explicitly.
2. Provide clear
examples.
Answer: Maple St. has trees along its sides.
Practice: Correct any errors in
punctuation and capitalization in the
sentences below.
1.Shes busy all day long in her’s
meetings.
3.Mr Edwards thinks that its very
convenient.
6. Connect to writing.
Write a news article
about a family that
worked together
during a challenge.
Use a variety of
possessive pronouns.
ANSWERS
4.Theyre buying a house on Ash Rd
near the park.
1. She’s busy all day
long in her meetings.
2. Dr. Edwards works
with her husband.
3. Mr. Edwards thinks
that it’s very
convenient.
5.Were going to be the’ir new
neighbors.
6.Youl’l be able to see the house from
Main st.
7.Theyve asked mr. johnson to add a
porch.
Review and Practice
Grammar Transparency 93
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
2.Dr Edwards works with her husband.
8.Hes asked us to join his’ crew.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. They’re buying a
house on Ash Rd. near
the park.
5. We’re going to be
their new neighbors.
6. You’ll be able to
see the house from
Main St.
7. They’ve asked Mr.
Johnson to add a
porch.
8. He’s asked us to join
his crew.
Pronouns and Contractions
© Macmillan/McGraw-Hill
Practice: Choose the correct form of
the possessive pronoun.
1.Sarah doesn’t know if this lunch sack
is
or not. (her/hers)
2.This camping trip was
ever. (our/ours)
best one
3.Diego’s skateboard is much cooler
than
. (my/mine)
4.Karate is my favorite martial art,
while Tae Kwon Do is
sister’s.
(my/mine)
5.Their car is a hatchback. What kind
of car is
? (our/ours)
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short story
about a family facing
a major event. Use
a variety of types of
pronouns.
ANSWERS
1. hers
2. our
3. mine
6.My favorite breakfast is waffles.
What’s
favorite? (your/yours)
4. my
5. ours
6. your
7. our
7.Dad’s taking
car for repairs
today. (our/ours)
8. their
9. hers
8.My cousins said
school starts
later than ours. (theirs/their)
9.Shannon says this is her basketball.
But it could be Jim’s. So is it
or
his? (her/hers)
Review and Proofread
Grammar Transparency 94
Possessive Pronouns
© Macmillan/McGraw-Hill
Practice: How many possessive
pronouns are there? Identify them.
1.My sister told my brother and me that
her bedroom was bigger than ours.
2.Harry and Ron found an owl making
its nest in their tree house.
3.My dad left a message on my
cellphone that his sister, my aunt,
would be coming to our house today.
4.My family has horses, and so do our
neighbors; our horses are Quarter
Horses, and theirs are Arabians.
5.Serena wants her friend, Maggie, to
come visit her at her house.
6.My brother and I are both getting
ready for school, but even though he
has found his books, I can’t find mine.
7.After Jack finished his homework, he
took a swim in his pool.
8.It’s too bad the lawn isn’t its usual
green.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a letter to
your family or class
thanking them for
working together
during a recent
challenge. Use as
many possessive
pronouns as you can.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. 4; My, my, her, ours
2. 2: its, their
3. 5: My, my, his, my, our
4. 4: my, our, our, theirs
5. 2: her (friend), her
(house)
6. 3: My, his, mine
7. 2: his, his
8. 1: its
9. 3: my, your, theirs
9.If this isn’t my basketball, and it isn’t
your basketball, then is it theirs?
Assess and Reteach
Grammar Transparency 95
Possessive Pronouns
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: two, to
1. Define explicitly.
2. Provide clear
examples.
Practice: Match each word in the left
column with its homophone in the
right column.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
1.its
A.wheel
4. Review answers and
provide corrective
feedback.
2.our
B.aisle
3.some
C.reeds
5. Have students reread
the sentences to a
partner to develop
fluency.
4.you’re
D.it’s
5.we’ll
E.hour
6. Connect to writing.
Write three sentences
that contain both
homophones from
the pairs listed in the
lesson.
ANSWERS
1. 1-D
6.whole
F.they’re
7.reads
G.sum
2. 2-E
3. 3-G
4. 4-H
5. 5-A
6. 6-J
8.heel
H.your
9.I’ll
I.he’ll
10.their
J.hole
Introduce the Concept
Grammar Transparency 96
7. 7-C
8. 8-I
9. 9-B
10. 10-F
Homophones
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: (They’re/Their) car is bright pink.
Answer: Their
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Practice: Choose the correct
possessive pronoun or contraction.
1.(You’re/Your) shoes are untied.
4. Review answers and
provide corrective
feedback.
2.(Their/They’re) books are over there.
3.We can follow the badger to (its it’s)
burrow.
4.(You’re/Your) the smartest person
I’ve ever met.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write about a group
camping trip in a
journal entry that
uses at least two pairs
of homophones in
various sentences.
ANSWERS
5.(Its/It’s) time for my favorite TV show.
1. Your
2. Their
3. its
6.(They’re/Their) our new neighbors.
4. You’re
5. It’s
6. They’re
7.My iguana lost (its/it’s) collar.
7. its
8. your
8.When is (you’re/your) birthday?
9. they’re
10. You’re
9.I never know if (their/they’re) joking.
10.(You’re/Your) helping us tomorrow,
aren’t you?
Teach the Concept
Grammar Transparency 97
Pronouns and Contractions
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example:
band is pretty good. (They’re/
Their/There) Answer: Their
1. Define explicitly.
Example:
sure about that? (Your/You’re)
Answer: You’re
Practice: Name the correct homophone.
there
your
their
you’re
they’re
1.
supposed to arrive around
supper time.
2.That’s
house.
3.Alice is the center on
team.
basketball
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Use your own
experiences to write a
humorous short story
about a camping trip
gone wrong. Use a
variety of possessive
pronouns and their
homophones.
ANSWERS
1. They’re or You’re
2. their or your
4.Leave the baskets over
5.What time is
appointment?
6.In my opinion,
class.
7.
.
doctor’s
3. their or your
4. there
5. your
6. you’re
7. They’re or You’re
8. their or your
the nicest guy in
joking, right?
8.Don’t forget to bring
Review and Practice
Grammar Transparency 98
baseball.
Homophones
© Macmillan/McGraw-Hill
Practice: Choose the correct word.
1.
leaves are starting to fall. (Its/It’s)
2.
never too late to say you’re sorry.
(Its/It’s)
3.The flashlight is old and
are dead. (its/it’s)
batteries
6.You should come over and get
bike. (your/you’re)
7.I hope
studying for the test.
(you’re/your)
9.They like cats, but
(their/there/they’re)
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
5. Have students reread
the sentences to a
partner to develop
fluency.
a full moon! (its/it’s)
8.I sometimes take care of
(there/they’re/their)
1. Define explicitly.
4. Review answers and
provide corrective
feedback.
4.This book is really good, but
cover is falling off. (its/it’s)
5.Look,
Model/Guided
Practice Routine
fish.
afraid of dogs.
6. Connect to writing.
Write about a new
place you would like
to visit and tell how
you would prepare a
group for a trip there.
Use a variety of types
of pronouns.
ANSWERS
1. Its
2. It’s
3. its
4. its
5. it’s
6. your
7. you’re
8. their
9. they’re
10. They’re
10.
all new cars at the car show.
(They’re/their/there)
Review and Proofread
Grammar Transparency 99
Homophones
© Macmillan/McGraw-Hill
Practice: Identify the correct
homophone.
1.(Their/They’re) yard has the most
trees on the block.
2.Quick, grab (its/it’s) tail!
3.You better call home or (your/you’re)
going to get in trouble.
4.Their lights are always on, but it
seems like (their/they’re) never home.
5.No one thinks (its/it’s) fair that she
has to go to summer school.
6.I thought (your/you’re) hair looked
terrific yesterday.
7.Our horse is old, but
very fast.
(it’s/its) still
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a research
paper on a national
park that features
camping. Underline
at least three pairs of
homophones that you
use in your writing.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. Their
2. its
3. you’re
8.We never know when (their/they’re)
leaving town.
9.They’re here to help solve (your/
you’re) problems.
4. they’re
5. it’s
6. your
7. it’s
8. they’re
9. your
10. it’s
10.The doctor thinks (its/it’s) broken.
Assess and Reteach
Grammar Transparency 100
Homophones
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: I have a telescope
Answer: independent clause; I have a
telescope.
1. Define explicitly.
Example: When I get home tonight
Answer: dependent clause
Practice: Identify whether each of the
following is a dependent clause or an
independent clause. If it is independent,
add the proper punctuation mark to
complete the sentence.
1.After Dr. Clemmons looked in the
microscope
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a few
descriptive sentences
about scientific tools.
Use and identify
both dependent and
independent clauses.
ANSWERS
2.The cells look bigger than ever
3.Will you come take a look
1. dependent
2. independent; add a
period or exclamation
point.
3. independent; add a
question mark.
4.That telescope has a broken lens
5.Because they dropped it during the
move
4. independent; add a
period.
5. dependent
6. dependent
7. independent; add a
period.
8. dependent
6.Even though it is raining outside
7.We can still record our measurements
8.Whenever the stars come out tonight
Introduce the Concept
Grammar Transparency 101
Independent and Dependent Clauses
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: She added salt when the solution had
cooled.
1. Define explicitly.
Answer: Independent: She added salt
Dependent: when the solution had cooled
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Practice: In each sentence, identify
all clauses as either independent or
dependent. Some sentences may not
have any dependent clauses.
1.I bought a weather station kit that I
had seen in a catalog.
2.It has a thermometer, a barometer,
and an anemometer.
3.I measure the temperature when I
wake up each morning.
4.My mom checks the barometer
before she goes to work.
5.When it is raining, the barometer
shows low pressure.
6.Even though it is sunny, the pressure
may be low.
7.I may become a meteorologist when I
grow up.
8.That wouldn’t surprise my parents
at all!
Teach the Concept
Grammar Transparency 102
2. Provide clear
examples.
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a paragraph
that explains how a
particular scientific
tool works. Use at
least two dependent
clauses in your
sentences and
underline each one.
ANSWERS
1. IC: I bought a weather
station kit; DC: that I
had seen in a catalog
2. IC (no dependent
clauses)
3. IC: I measure the
temperature; DC: when I
wake up each morning
4. IC: My mom checks the
barometer; DC: before
she goes to work
5. DC: When it is raining;
IC: the barometer shows
low pressure
6. DC: Even though it is
sunny; IC: the pressure
may be low
7. IC: I may become a
meteorologist;
DC: when I grow up
8. IC (no dependent
clauses)
Independent and Dependent Clauses
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: They will wait until the weather
improves to launch the rocket.
1. Define explicitly.
Answer: until the weather improves
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Practice: Underline the dependent
clauses in the following sentences.
1.If you wish, we can wait until another
day to launch the balloon.
2.Working while lightning is flashing
nearby could be dangerous.
3.While we wait for the storm to pass,
we can take other measurements.
2. Provide clear
examples.
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a summary of
how an important
scientific discovery
came about. Use as
many dependent
clauses as you can and
underline each one.
ANSWERS
4.If you check the wind speed, I’ll
check its direction.
5.Because we are close to our deadline,
we will have to hurry.
6.We will do the experiment whether or
not the weather is nice.
Review and Practice
Grammar Transparency 103
1. If you wish
2. while lightning is
flashing nearby
3. While we wait for the
storm to pass
4. If you check the wind
speed
5. Because we are close
to our deadline
6. whether or not the
weather is nice
Independent and Dependent Clauses
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: The fair will take place after the bell
has rung. Answer: after
1. Define explicitly.
Practice: Identify the connecting word
that introduces the dependent clause
in each sentence.
1.Ms. Wei called out to us when the
presentation was about to begin.
2.Before June could rehearse her
speech, the music began.
3.She stepped onto the stage as the
spotlight shone down.
4.She told us a story about Mt. St.
Helens that I will never forget.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Make a list of
questions that you
would like to ask
a scientist about
something you’ve
observed in nature but
don’t yet understand.
Use a number of
dependent clauses in
your questions.
ANSWERS
1. when
5.Her science team was nearby when
the mountain erupted.
2. before
3. as
4. that
5. when
6.As ash and debris rained down, they
continued to take measurements.
6. as
7. until
8. because
7.They didn’t stop working until it was
too dangerous to stay.
8.Because they were so brave, we can
predict eruptions more accurately.
Review and Proofread
Grammar Transparency 104
Independent and Dependent Clauses
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: because she was early she sat down
and read a book Answer: Because she was
early, she sat down and read a book.
1. Define explicitly.
Practice: Identify all of the clauses
in the samples below as either
dependent or independent. Then use
proper capitalization and punctuation
to correct the complete sentences.
1.carla almost missed the bus for the
field trip
2.because she was sleeping even after
the alarm went off
3.when the bus came down the road
she was just leaving the house
4.the bus climbed a mountain until it
couldn’t go any farther
5.students who looked outside
the window saw the dome of the
observatory
6.they lined up in pairs before they
went inside
7.even though some of them had never
seen a telescope before
8.the students gasped in surprise at the
stars that came into view
Assess and Reteach
Grammar Transparency 105
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short
biography of a scientist
whom you admire.
Use a number of
dependent clauses and
underline each one.
ANSWERS
Dependent clauses are
underlined.
1. Carla almost missed the
bus for the field trip.
2. because she was
sleeping; after the alarm
went off (incomplete
sentence)
3. When the bus came
down the road, she was
just leaving the house.
4. The bus climbed
a mountain until it
couldn’t go any farther.
5. Students who looked
outside the window
saw the dome of the
observatory.
6. They lined up in pairs
before they went inside.
7. even though some of
them had never seen
a telescope before
(incomplete sentence)
8. The students gasped in
surprise at the stars that
came into view.
Independent and Dependent Clauses
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: we did not know/the snake was
poisonous (if) Answer: We did not know if
the snake was poisonous.
1. Define explicitly.
Example: she acted so quickly/the boy was fine
(because) Answer: Because she acted so
quickly, the boy was fine.
Practice: Use the connecting word
provided to create the best possible
sentence out of the two independent
clauses. Then underline the newly
formed dependent clause.
1.she bought the guidebook/she could
identify the wildflowers (after)
2.it had pictures/it was easy to use
(because)
3.she looked for new flowers/she went
on a hike (whenever)
4.the book warned against eating
some berries/they looked delicious
(even though)
5.a snake slithered onto the path/she
tried to go around it (when)
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write five or six
related sentences
about a desert animal,
then try to combine
some of them by
creating dependent
clauses.
ANSWERS
Dependent clauses are
underlined.
1. After she bought the
guidebook, she could
identify the wildflowers.
2. Because it had pictures,
it was easy to use.
3. She looked for new
flowers whenever she
went on a hike.
4. The book warned
against eating some
berries even though
they looked delicious.
5. When a snake slithered
onto the path, she tried
to go around it.
6. We have been on many
hikes with her since she
got the book.
6.we have been on many hikes with
her/she got the book (since)
Introduce the Concept
Grammar Transparency 106
Independent and Dependent Clauses
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: We were hungrywhen we got home.
Answer: We were hungry when we got
home.
1. Define explicitly.
Practice: Match the clause in the
first column with a clause in the
second column to make a complete
and sensible sentence. Underline the
dependent clause in the resulting
sentence.
1.The birds flewuntil the power
awayreturned.
2.The radio stillwe went out to
workedcheck on the
house.
3.Even thoughI tried to remain
I was afraidcalm.
4.Small boatsif they weren’t
floated awaybrought on shore.
5.The lightswhen the trees
stayed outstarted to sway.
6.After the stormbecause it ran on
had passedbatteries
Teach the Concept
Grammar Transparency 107
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Create a fact sheet
about a scientific topic
that will help your
classmates understand
it. Then see if you
can combine any of
the facts together by
creating dependent
clauses.
ANSWERS
Dependent clauses are
underlined.
1. The birds flew away
when the trees started
to sway.
2. The radio still worked
because it ran on
batteries.
3. Even though I was
afraid, I tried to
remain calm.
4. Small boats floated
away if they weren’t
brought on shore.
5. The lights stayed
out until the power
returned.
6. After the storm had
passed, we went out
to check on the house.
Independent and Dependent Clauses
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: I played soccer/I was in fifth grade
Answer: I played soccer when I was in fifth
grade.
1. Define explicitly.
Practice: Choose a connecting word
that will create a dependent clause
and allow you to combine the two
clauses into one sentence.
1.I saw a light in the sky
I told my mother about it.
2.she asked me to point out
the light had appeared.
3.she called the local TV station
I looked through the newspaper
4.it couldn’t have been a plane
the light wasn’t flashing
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write an encyclopedia
entry about a kind
of plant or animal
based on your own
observations. Use at
least two dependent
clauses in your
sentences.
ANSWERS
Answers may vary. Possible
answers are given.
1. After I saw a light in the
sky, I told my mother
about it.
2. She asked me to point
out where the light had
appeared.
5.my sister doubted it was a U.F.O.
she believes in things like that
3. She called the local TV
station while I looked
through the newspaper.
6.Dad found out it was the space station
he watched the late night news.
5. My sister doubted it was
a U.F.O. even though
she believes in things
like that.
Review and Practice
Grammar Transparency 108
4. It couldn’t have been a
plane because the light
wasn’t flashing.
6. Dad found out it was the
space station when he
watched the late night
news.
Independent and Dependent Clauses
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: My brother gets good grades in
school he studies hard. Answer: My brother
gets good grades in school because he
studies hard.
1. Define explicitly.
Practice: Correct the run-on sentences
below by using a connecting word
and creating a dependent clause
within each sentence. Be sure to use
proper punctuation.
1.Carlos likes to go on nature hikes he
goes camping in Yosemite.
2.He likes to see all of the wildlife it
lives in the wilderness.
3.Sharon his friend from school knows
a ranger he can join them on Friday.
4.They look through binoculars they
see something far away.
5.It is hot and dry they carry lots of
water.
6.An animal stands still long enough
Carlos will try to sketch it.
7.They get back home he shows the
drawings to the ranger.
8.He likes the drawings so much the
ranger publishes them in the park’s
newsletter.
Review and Proofread
Grammar Transparency 109
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
How would you
explain severe weather
to someone much
younger than you?
Write a letter with
that goal in mind. Use
and identify several
dependent clauses.
ANSWERS
Answers may vary. Possible
answers are given.
1. Carlos likes to go on nature
hikes whenever he goes
camping in Yosemite.
2. He likes to see all of the
wildlife that lives in the
wilderness.
3. Sharon, his friend from
school, knows a ranger
who can join them on
Friday.
4. They look through
binoculars when they
see something far away.
5. Because it is hot and dry,
they carry lots of water.
6. If an animal stands still
long enough, Carlos will
try to sketch it.
7. After they get back
home, he shows the
drawings to the ranger.
8. Because he likes the
drawings so much, the
ranger publishes them
in the park’s newsletter.
Independent and Dependent Clauses
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: Floyd got too close to the cubs the
mother bear chased him away.
Answer: When Floyd got too close to the
cubs, the mother bear chased him away.
1. Define explicitly.
Practice: Correct the sentences
below by creating dependent clauses
where needed and using proper
capitalization and punctuation.
1.my class had a wild time we went to
seaside aquarium.
2.Otto nearly fell in the tank the one
the seals swam in.
3.mr. Kanagawa had to look for a
student she got lost in the gift shop.
4.Jodi got bitten by a crab she tried to
pick one up.
5.The dolphins jumped out of the water
we all got splashed.
6.I had a map it showed where all the
galleries and theaters were.
7.We all met back at the entrance we
walked through the last exhibit.
8.The traffic was bad we didn’t get
back home until dinnertime.
Assess and Reteach
Grammar Transparency 110
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short skit
that depicts several
people trying to solve
a scientific mystery in
a number of ways. Use
a variety of clauses.
ANSWERS
Answers may vary. Possible
answers are given.
1. My class had a wild
time when we went to
Seaside Aquarium.
2. Otto nearly fell in the
tank that the seals swam
in.
3. Mr. Kanagawa had to
look for a student who
got lost in the gift shop.
4. Jodi got bitten by a crab
when she tried to pick
one up.
5. Whenever the dolphins
jumped out of the water,
we all got splashed.
6. I had a map that showed
where all the galleries
and theaters were.
7. We all met back at
the entrance after we
walked through the last
exhibit.
8. Because the traffic was
bad, we didn’t get back
home until dinnertime.
Independent and Dependent Clauses
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: His flashlight is brighter than yours.
1. Define explicitly.
2. Provide clear
examples.
Answer: brighter; flashlight
Example: The red car was the fastest in the race.
Answer: fastest; car
Practice: Identify the comparative
adjective in the sentence. Identify the
noun that is being modified.
1.Which of these bugs is greener?
2.The stronger wrestler usually wins.
3.Hand me the scissors that are sharper.
Practice: Identify the superlative
adjective in the sentence. Identify the
noun that is being modified.
1.Michelle is the quickest player on
our team.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Create a list of
adjectives that could
be used to modify and
compare gemstones.
Use these in their
comparative and
superlative forms in
several sentences on
the topic.
ANSWERS
1. greener; bugs
2. stronger; wrestler
3. sharper; scissors
1. quickest; player
2. coldest; bottle
3. finest; idea
2.I want the coldest bottle of juice you
have.
3.That’s the finest idea I’ve heard all day.
Introduce the Concept
Grammar Transparency 111
Adjectives that Compare
© Macmillan/McGraw-Hill
Review
Example: (sad) This movie was
last one. In fact, it was the
ever seen.
Model/Guided
Practice Routine
than the
movie I’ve
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Answer: sadder; saddest
Practice: Form the comparative and
superlative forms of the adjective.
1.(wet) The dog can’t get any
This is the
he’s ever been.
1. Define explicitly.
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
.
6. Connect to writing.
Use comparative
and superlative
adjectives to describe
an invention that
improves people’s
lives in some way.
2.(hot) It’s
this summer than it
was last summer. It’s the
summer I remember.
ANSWERS
3.(big) You’re a lot
but you’re not the
played against.
than he is,
kid I’ve ever
1. wetter; wettest
2. hotter; hottest
3. bigger; biggest
4. redder; reddest
5. sleepier; sleepiest
4.(red) The longer he stays out in
the sun, the
his skin is going
to get. He’ll be the
kid in
class tomorrow.
5.(sleepy) When we drove to Florida,
we got there at midnight. My brother
was a lot
than I was, but I think
my little sister was the
.
Teach the Concept
Grammar Transparency 112
Adjectives that Compare
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: (few) Cheryl made the
on her math test.
mistakes
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Answer: fewest
Example: dawn and i are studying for our
german test on tuesday.
Answer: Dawn, I, German, Tuesday.
4. Review answers and
provide corrective
feedback.
Practice: Fill in the blank with either
the comparative or the superlative
form of the adjective.
1.(crazy) Your brother is a lot
than mine.
2.(spicy) That’s the
ever had.
1. Define explicitly.
burrito I’ve
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write an hour-by-hour
journal of a scientist
making an important
discovery. Use as
many comparative
and superlative
adjectives as possible.
ANSWERS
1. crazier
2. spiciest
1. Have; Oliver Twist;
Charles Dickens
Practice: Identify which words need
to be capitalized.
2. Ms. Morris; English
3. My; South America;
Brazil
1.have you ever read the book oliver
twist by charles dickens?
2.ms. morris is not only a good english
teacher; she also coaches basketball.
3.my dad travels to south america a lot,
especially to brazil.
Review and Practice
Grammar Transparency 113
Adjectives that Compare
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: My uncle has a really (thick/thicker/
thickest) beard.
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Answer: thick
Practice: Select the correct form of
the adjective.
4. Review answers and
provide corrective
feedback.
1.We couldn’t have chosen
a
(sunny/sunnier/sunniest)
day than today.
2.I like pizza that’s very
cheesier/cheesiest).
5. Have students reread
the sentences to a
partner to develop
fluency.
(cheesy/
3.Wow! That’s the
(tangy/
tangier/tangiest) tangerine I’ve
ever tasted.
6. Connect to writing.
Explore the inventions
that have come
from a particular
country. Use a variety
of adjective forms
in describing and
discussing them.
ANSWERS
1. sunnier
2. cheesy
3. tangiest
4. tallest
4.Of the three brothers, Randy is
the
(tall/taller/tallest).
5. nicer
6. heavy
7. happiest
5.Who’s
(nice/nicer/nicest),
Carol or Maggie?
6.That bat is too
heaviest) for you.
(heavy/heavier/
7.That’s the
(happy/happier/
happiest) I’ve ever seen her.
Review and Proofread
Grammar Transparency 114
Adjectives that Compare
© Macmillan/McGraw-Hill
Practice: Select the adjective that
best modifies the corresponding noun
in the sentence. Insert it into the
sentence in either the comparative or
superlative form.
fuzzy
dry messy
hard low
1.He sings bass and has the
voice in our choir.
than the last one.
5.That’s the
stuffed animal in
your collection.
6.Mr. Thomas saves the
questions for last.
8.I got a
you did.
10.Your sweater is
Assess and Reteach
Grammar Transparency 115
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
6. Connect to writing.
Think of an invention
that has been
improved over time
and write a short
history of it. Include
dates and a variety
of adjectives that
compare.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. lowest
2. messier
than it was
3. driest
4. harder
5. fuzziest
score on my test than
9.Scott always has the
our class.
2. Provide clear
examples.
5. Have students reread
the sentences to a
partner to develop
fluency.
3.It’s hard to believe that Antarctica is
the
continent.
7.Your swimsuit is
last night.
1. Define explicitly.
4. Review answers and
provide corrective
feedback.
2.I’ll clean my room, but her room
is
than mine.
4.That quiz was
Model/Guided
Practice Routine
6. hardest
7. drier
8. lower
9. messiest
desk in
10. fuzzier
than mine.
Adjectives that Compare
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example:
1. Define explicitly.
Adjective Comparative Form Superlative Form
difficult
more difficult
most difficult
long
longer
longest
Practice: Fill in the comparative and
superlative forms of these adjectives.
djective
A
Comparative Superlative
Form
Form
1.beautiful
2.interesting
3.fun
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a journal entry
about something that
you wish you had
done differently. Use
a variety of adjectives
that compare in your
writing.
ANSWERS
1. more beautiful; most
beautiful
4.wonderful
5.frightening
3. more fun; most fun
6.terrible
5. more frightening;
most frightening
7.fair
8.important
9.short
10.fascinating
Introduce the Concept
Grammar Transparency 116
2. more interesting;
most interesting
4. more wonderful; most
wonderful
6. more terrible;
most terrible
7. fairer; fairest
8. more important; most
important
9. shorter; shortest
10. more fascinating;
most fascinating
Comparing with more and most
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: (fun) The rollercoaster is
the Ferris wheel.
than
Answer: more fun
Practice: Fill in the blank using the
comparative or superlative form of
the adjective.
1.(productive) The Milwaukee scooter
factory is
than the one in Miami.
2.(powerful) This is the
telescope you can buy.
3.(awkward) I’m the
our ballet class.
dancer in
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a letter of
encouragement
to a scientist, real
or fictional, who is
experiencing setbacks
in his or her work. Use
a variety of adjective
forms.
ANSWERS
4.(golden) She liked the poem, “His
Hair Is
than the Sunrise.”
1. more productive
5.(desperate) Benny was doing so
badly on his test, he felt
with
each passing minute.
5. more desperate
2. most powerful
3. most awkward
4. More Golden
6. more successful
7. most understandable
6.(successful) If you get enough sleep,
you’ll be
at school than you
would be if you were tired.
7.(understandable) This poem is
the
one she’s written so far.
Teach the Concept
Grammar Transparency 117
Comparing with more and most
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: Our parrot is
(more/most)
intelligent than our dog.
1. Define explicitly.
Answer: more
Practice: Choose the correct
comparative or superlative form
of the adjective.
1.That was the
(more/most)
productive meeting our club has had.
2.The skate park on Walnut Street is
the
(more/most) awesome one
in the city.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a news article
about one of the early
attempts at flight. Use
a variety of adjectives
that compare.
ANSWERS
1. most
3.Which test are you
(more/
most) worried about, the math or
social studies test?
2. most
3. more
4. more
5. more
6. most
4.You seem
(more/most)
cheerful than yesterday.
5.There’s nothing
(more/most)
annoying than a cell phone ringing
during a movie.
6.Show me the
(more/most)
comfortable shoes that you own.
Review and Practice
Grammar Transparency 118
Comparing with more and most
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: The party is always more funner if
you’re there.
1. Define explicitly.
Answer: The party is always more fun if
you’re there.
Practice: What is the correct
form of the underlined adjective
in each sentence?
1.That was the most saddest movie I’ve
ever seen.
2.We’ll need a more bigger truck for
this load.
3.Which of these two books did you
find more interestinger?
4.She just wishes the summer had
lasted more longer.
5.She’s the most beautifulest horse I’ve
ever ridden.
6.To win, you have to be more
determineder than your opponent.
7.Those are the most fadedest blue
jeans I’ve ever seen.
Review and Proofread
Grammar Transparency 119
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Do some research to
find three inventions
that can be linked
together in some
way. Write a report
that shows how one
led to the other.
Use adjectives that
compare in your
report.
ANSWERS
1. That was the saddest
movie I’ve ever seen.
2. We’ll need a bigger
truck for this load.
3. Which of these two
books did you find
more interesting?
4. She just wishes the
summer had lasted
longer.
5. She’s the most
beautiful horse I’ve
ever ridden.
6. To win, you have to be
more determined than
your opponent.
7. Those are the most
faded blue jeans I’ve
ever seen.
Comparing with more and most
© Macmillan/McGraw-Hill
Practice: Fill in the blank with the
comparative or superlative form of
the adjective.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
1.(knowledgeable) When it comes
to computers, Ms. Hanson is
the
person in our school.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
2.(enjoyable) This year’s festival
was
than last year’s.
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
3.(new) This arcade has the
games in town.
4.(awake) I always feel
eaten breakfast.
5.(lonely) She felt
ever felt before.
after I’ve
than she had
6. Connect to writing.
Write an informational
article about two or
more scientists who
worked together on
one invention. Use a
variety of adjective
forms in your writing.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
6.(trustworthy) Frank is the
friend I have.
1. most knowledgeable
2. more enjoyable
3. newest
7.(suspicious) In that mystery movie,
who did you think was
, the
butler or the gardener?
4. more awake
5. lonelier
6. most trustworthy
7. more suspicious
8. freshest
8.(fresh) Please get the
you can.
9.(private) Let’s go someplace
talk about this.
Assess and Reteach
Grammar Transparency 120
9. more private
carrots
to
Comparing with more and most
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: She likes baseball (better/best)
than basketball.
1. Define explicitly.
Answer: better
Practice: Pick the correct
comparative or superlative
form of the adjective good.
1.From the tree, Ana Rosa had a
(better/best) view of the sea.
2.My grandfather makes the (better/
best) cookies I’ve ever tasted.
3.I like your plan (better/best)
than mine.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write three sentences
about weather
forecasting. Use good
in the first sentence,
better in the second
sentence, and best in
the third.
ANSWERS
1. better
2. best
4.She likes math the (better/best) of
all her classes.
3. better
4. best
5. best
6. better
5.Roberta was the (better/best) singer
in our town.
7. best
6.He says this black pen works (better/
best) than the blue one.
7.Mr. Cook is the (better/best) coach
we’ve had.
Introduce the Concept
Grammar Transparency 121
Comparing with good
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: My brother’s grades were
(worse/worst) than mine.
1. Define explicitly.
Answer: worse
Practice: Choose the correct
comparative or superlative
form of the adjective bad.
1.The news report says that this is the
(worse/worst) storm in years.
2.Mike is a (worse/worst) golfer than
I am.
3.My sore throat feels (worse/worst)
today.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a letter to the
editor that compares
and ranks three
news and/or weather
resources as good,
better, and best.
ANSWERS
1. worst
2. worse
4.That’s the (worse/worst) sausage
I’ve ever eaten.
3. worse
5.His shoes look (worse/worst)
than yours.
7. worse
4. worst
5. worse
6. worst
8. worst
6.He’s the (worse/worst) liar I know.
7.The blizzard seems (worse/worst)
tonight.
8.Anna told me she had the
(worse/worst) dream last night.
Teach the Concept
Grammar Transparency 122
Comparing with bad
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: I saw him play yesterday and he’s
pretty
.
1. Define explicitly.
Answer: good
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Example: He thinks this book is bad, but that
book is
.
Answer: worse
Practice: Fill in the blank with the
correct form of good.
good
better
best
1.She’s the
friend I’ve ever had.
2.I like fish
than beef.
3.Ana Rosa’s neighbors thought her
story was very
.
2. Provide clear
examples.
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Use the various forms
of good and bad to
write an editorial
about whether we
need more research
on the environment.
ANSWERS
1. best
2. better
3. good
Practice: Fill in the blank with the
correct form of bad.
bad
worse
1. bad
2. worse
3. worst
worst
1.That restaurant serves really
hot dogs.
2.Bob is a
than Ted.
free throw shooter
3.I got my
score of the year on
that spelling test.
Review and Practice
Grammar Transparency 123
Comparing with good and bad
© Macmillan/McGraw-Hill
Practice: Replace the underlined
words with the correct forms of
good or bad.
1.This storm can’t get any more bad,
can it?
2.That’s the most bad movie I ever saw.
3.She’s the most good speller in the
5th grade.
4.I hope you feel more good tomorrow.
5.This is the most good work you’ve
done this semester.
6.My little brother makes the most
bad lemonade.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short poem
that connects
scientific research and
the weather. Use at
least three forms of
either good or bad.
ANSWERS
1. worse
2. worst
3. best
7.I’ve got a more good view from
up here.
8.Your limp seems more bad today.
4. better
5. best
6. worst
7. better
8. worse
9. better
10. best
9.The forecast says the weather will be
more good tomorrow.
10.This was the most good party I’ve
been to this year.
Review and Proofread
Grammar Transparency 124
Comparing with good and bad
© Macmillan/McGraw-Hill
Practice: Change the adjective
good or bad into the comparative
or superlative form.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
1.He is a good hockey player.
2.This is a bad swimming pool.
3.My toothache feels good
this morning.
4. Review answers and
provide corrective
feedback.
4.The waves in the bay look bad today.
5.Is she a good tutor for science?
6.High in the tree, Ana Rosa had a
good view.
7.Without rain, each day the garden
looked bad.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a suspenseful
story about a
powerful storm. Use a
variety of adjectives
that compare,
including the forms
of good and bad.
ANSWERS
Teachers: Use the following
additional practice for
reteaching purposes, if
necessary.
Possible answers:
8.My uncle tries hard, but he’s a
bad singer.
1. He is the best hockey
player.
2. This is the worst
swimming pool.
3. My toothache feels
better this morning.
9.Where’s a good restaurant for
French fries?
4. The waves in the bay
look worse today.
5. Is she the best tutor for
science?
10.Take this medicine and soon you’ll
feel good.
6. High in the tree, Ana
Rosa had a better view.
7. Without rain, each day
the garden looked worse.
8. My uncle tries hard, but
he’s the worst singer.
9. Where’s the best
restaurant for French
fries?
10.Take this medicine and
soon you’ll feel better.
Assess and Reteach
Grammar Transparency 125
Comparing with good and bad
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: The tree grew quickly.
1. Define explicitly.
Answer: quickly; grew
Practice: Identify the adverb in the
sentence. Identify the verb it modifies.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
1.The door suddenly burst open.
4. Review answers and
provide corrective
feedback.
2.The Tsar greedily took the feather.
5. Have students reread
the sentences to a
partner to develop
fluency.
3.The Golden Mare ran past
the waterfall.
4.Set your alarm because we have to
get up early.
5.Listen carefully or you won’t know
what to do.
6. Connect to writing.
Use adverbs to tell
about a time when
you were embarrassed
by someone else’s
actions. What did the
incident teach you?
ANSWERS
1. suddenly; burst
2. greedily; took
3. past; ran
4. early; get up
5. carefully; Listen
6.My dad sleeps late on Saturdays.
7.Alexi slowly approached the
remarkable mare.
6. late; sleeps
7. slowly; approached
8. loudly; groaned
9. under; tapped
10. over; throw
8.The man groaned loudly when she
touched his bandage.
9.He tapped his foot under the table.
10.Throw the ball over the barn.
Introduce the Concept
Grammar Transparency 126
Adverbs
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: He was very hungry.
1. Define explicitly.
Answer: very; hungry
Practice: Identify the adverb in
each sentence. Identify the word
it modifies.
1.Ms. Hodges was really angry.
2.She’s incredibly upset with you.
3.You seem unusually calm.
4.The weather report says it will be
mostly cloudy today.
5.Your card made her very happy.
6.The forest seemed strangely quiet.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short story
based on a time in
your life when you
learned an important
lesson. Use as many
adverbs as possible
and underline each
one.
ANSWERS
1. really; angry
2. incredibly; upset
3. unusually; calm
4. mostly; cloudy
7.The mall is normally busy in the
late afternoon.
8.I am sincerely sorry.
5. very; happy
6. strangely; quiet
7. normally; busy
8. sincerely; sorry
9. surprisingly; lovely
10. indeed; remorseful
9.We had a surprisingly lovely time.
10.Alexi was indeed remorseful.
Teach the Concept
Grammar Transparency 127
Adverbs
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: She plays guitar very (good/well).
1. Define explicitly.
Answer: well
Practice: Choose the adjective good
or the adverb well to complete the
sentence. Identify the word it modifies
in each sentence.
1.That ice cream looks really
(good/well).
2.Emily didn’t sleep (good/well).
3.Tom writes very (good/well).
4.He’s a (good/well) writer.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short
character description
that uses the
modifiers good and
well as often as
possible.
ANSWERS
1. good; ice cream
2. well; sleep
5.Her classmates don’t listen very
(good/well).
3. well; writes
4. good; writer
5. well; listen
6. well; perform
6.If you don’t rest, you won’t perform
(good/well).
7. good; job
8. well; selling
9. good; cookies
7.Samantha always does a (good/well)
job cutting the grass.
8.These games aren’t selling very
(good/well).
9.Your cookies taste very (good/well).
Review and Practice
Grammar Transparency 128
Using good and well
© Macmillan/McGraw-Hill
Practice: Change the adjective
into an adverb. Fill in the blank
in each sentence.
1.(painful) The ball bounced
his arm.
2.(crazy) She laughed
3.(quick) How
the park?
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
off
.
can you get to
4.(actual) This paint looks blue but
it’s
green.
5.(usual) He’s
team loses.
grumpy when his
6.(extreme) This rollercoaster
is
fast.
7.(silent) We must walk
don’t alert the guards.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short scene
between two people
in a competition that
uses adverbs to tell
how the characters
speak to one another.
Show how they learn
something from each
other during their
conversation.
ANSWERS
1. painfully
so we
2. crazily
3. quickly
4. actually
5. usually
6. extremely
8.(near) That car
9.(awful) He’s
hit the mailbox.
quiet today.
10.(complete) Is Jennifer
with her homework?
Review and Proofread
Grammar Transparency 129
7. silently
8. nearly
9. awfully
10. completely
finished
Adverbs
© Macmillan/McGraw-Hill
Practice: Identify the adverb in
each sentence. Identify the word
it modifies.
1.She soon realized he was telling
the truth.
2.The Tsar gestured impatiently
to Alexi.
3.Does the moon seem unusually
bright tonight?
4.We swam leisurely to the shore.
5.Her answers were wonderfully clever.
6.Grandma is really happy that you’re
coming for Thanksgiving.
7.Stepping lightly, Yelena the Fair
approached the tent.
8.The new store is quite far from here.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a piece of
realistic fiction
on the theme of
“understanding.”
Write from your own
point of view and use
as many adverbs as
possible.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. soon; realized
2. impatiently; gestured
3. unusually; bright
4. leisurely; swam
5. wonderfully; clever
9.Roberta didn’t sing well tonight.
10.Slowly, the horses walked into
the barn.
Assess and Reteach
Grammar Transparency 130
6. really; happy
7. lightly; stepping
8. quite; far
9. well; sing
10. slowly; walked
Adverbs
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: His bike goes faster than mine.
1. Define explicitly.
Answer: faster; goes
Example: Of all the horses, Flicka ran fastest.
Answer: fastest; ran
Practice: Identify the comparative
adverb. Identify the verb it modifies.
1.She plays more beautifully after each
piano lesson.
2.The downtown bus always
leaves earliest.
3.He can jump higher than anyone else
in our class.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write three sentences
that use adverbs that
compare to show how
you have changed
over the past year.
ANSWERS
1. more beautifully;
plays
2. earliest; leaves
3. higher; jump
4.Who jumps farthest in your
gym class?
4. farthest; jumps
5. more brightly; shine
6. most skillfully; sings
7. closer; come
5.In bright sunlight the colors shine
more brightly.
6.Of the three vocalists, who sings
most skillfully?
7.Please come closer so I can see
your costume.
Introduce the Concept
Grammar Transparency 131
Adverbs that Compare
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: Please drive (faster/fastest), or we’ll
be late.
1. Define explicitly.
Answer: faster
Example: Your car runs (more smoothly/most
smoothly) than hers.
Answer: more smoothly
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
Practice: Choose the correct adverb
in each sentence.
1.Jim studies (harder/hardest) than
I do.
2.My Uncle Nick treats Fido
(more gently/most gently)
than his other dogs.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a personal
newsletter that looks
back on the past year
and highlights how
you have grown. Use
at least one adverb
that compares in each
sentence.
ANSWERS
1. harder
2. more gently
3.Of all our cousins, Tammy works the
(harder/hardest).
3. hardest
4. most thoughtfully
5. more quickly
6. most tragically
4.Of all the contestants, you answered
those questions (more thoughtfully/
most thoughtfully).
5.If we lower the price, these apples
will sell (more quickly/most quickly).
6.Romeo and Juliet ends (more
tragically/most tragically) of all.
Teach the Concept
Grammar Transparency 132
Comparing with -er, -est; more, most
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: You have to chew your food
(more/most) thoroughly than that.
1. Define explicitly.
Answer: more; chew
Practice: Choose the correct
word that belongs with the
adverb. Then identify the verb the
comparative adverb modifies.
1.Shannon plays piano (more/most)
beautifully of all your students.
2.She treats her homework (more/
most) seriously than baseball.
3.Of the twelve bulls, the brown
one chased the rodeo clowns
(more/most) furiously.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write an evaluation
of your school work
throughout the past
year. Use a variety of
adverbs that compare
to show areas in which
you do well and those
in which you need
improvement.
ANSWERS
1. most; plays
2. more; treats
3. most; chased
4.You need to pass the ball (more/
most) quickly next time.
4. more; pass
5. most; stood out
6. more; look
5.The green campground sign
stood out (more/most) clearly of
all the signs.
6.Next time, they need to look
(more/most) carefully before
they cross the street.
Review and Practice
Grammar Transparency 133
Using more and most
© Macmillan/McGraw-Hill
Practice: Correct the underlined
adverb.
1.Melissa sees more clearer with
glasses than without.
2.Because of the wind, we flew more
fastly going east than going west.
3.After she cried out, he touched her
cut more gentler.
4.Of all your teammates, Roberto hits
the ball consistentliest.
5.You’ll have to speak more softer in
the museum.
6.She jumped most highest at the
track meet.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a letter to your
teacher or principal
that uses a variety
of adverb forms to
suggest changes
for the coming
school year. Tell how
these changes will
improve the learning
experiences of other
fifth-graders.
ANSWERS
1. more clearly
7.Paint this wall more fast.
8.Please cut my hair most carefullest
of all.
9.He loaded his basket more eager
than the other workers did.
2. faster
3. more gently
4. most consistently
5. more softly
6. highest
7. faster
8. most carefully
9. more eagerly
10. more powerfully
10.She kicks more powerfuller than
anyone on the soccer team.
Review and Proofread
Grammar Transparency 134
Adverbs that Compare
© Macmillan/McGraw-Hill
Practice: Add the correct form
of the comparative adverb to
complete the sentence.
1.(hard) We’ll have to play
win this game.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
to
2.(aggressively) Rover wrestles
of the eight puppies.
3.(softly) He spoke
baby fell asleep.
when the
4.(deep) She dives
else in swim class.
than anyone
5.(slowly) Ed eats
friend.
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a short piece of
realistic fiction that
dramatizes a change
in your attitude over
the past year. Use a
variety of adverb and
adjective forms in
your story.
than his
ANSWERS
6.(quietly) He sneaked up on me
than he did before.
7.(abruptly) This song ends
all the songs on the CD.
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
of
1. harder
2. most aggressively
3. more softly
4. deeper
8.(tenderly) He cared for her wound
than his own.
5. more slowly
6. more quietly
7. most abruptly
9.(quickly) I expected the meat to thaw
out
than before.
8. more tenderly
9. more quickly
10. longer
10.(long) See if you can hold your
breath
than your sister.
Assess and Reteach
Grammar Transparency 135
Adverbs that Compare
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: You should never eat spaghetti with
a knife.
1. Define explicitly.
Answer: never
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Example: Everybody should go.
Answer: Nobody should go.
Practice: Identify the negative in
the sentence.
1.I saw no one on my way home.
2.There’s nothing in the refrigerator.
3.They never went back there again.
4.There’s nobody in study hall.
2. Provide clear
examples.
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write three pieces of
advice that you would
give to someone
just starting the fifth
grade. Then rewrite
each sentence as
the opposite of the
original.
ANSWERS
1. no one
5.She’s not coming to band
practice tomorrow.
2. nothing
3. never
4. nobody
5. not
Practice: Turn the positive sentence
into a negative sentence.
1.Somebody should call him.
1. Nobody should
call him.
2. I never get to school
on time.
3. There’s nothing on
your neck.
2.I always get to school on time.
3.There’s something on your neck.
Introduce the Concept
Grammar Transparency 136
Negatives
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: He does wash the dishes.
1. Define explicitly.
Answer: He doesn’t wash the dishes.
Practice: Change the positive sentence
into a negative sentence using
contractions.
1.She can read by herself.
2.Jermaine will be there.
3.My dad would like this game.
4.Maria can watch TV without glasses.
5.I did clean my room.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a letter of
appreciation to
someone who has
had a major impact
on your life. Include
a mixture of positive
and negative
sentences in your
writing.
6.I do wash my face with soap.
ANSWERS
7.We do our math homework
every day.
2. Jermaine won’t
be there.
8.She could run faster than I.
9.I’m a hall monitor.
10.He’s the captain of the
basketball team.
1. She can’t read
by herself.
3. My dad wouldn’t like
this game.
4. Maria can’t watch TV
without glasses.
5. I didn’t clean my room.
6. I don’t wash my face
with soap.
7. We don’t do our math
homework every day.
8. She couldn’t run
faster than I.
9. I’m not a hall monitor.
10. He’s not the captain of
the basketball team.
or He isn’t the captain
of the basketball team.
Teach the Concept
Grammar Transparency 137
Negative Contractions
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: We don’t never go to that
shopping center.
1. Define explicitly.
2. Provide clear
examples.
Answer: We don’t ever go to that
shopping center.
Practice: Correct the double negatives
in these sentences.
2.You aren’t fooling no one.
3.He doesn’t know nobody in his class.
5.That shop doesn’t have nothing
I want.
6.Mary Jo doesn’t have no cold.
7.You don’t have no homework?
8.He won’t eat no meat.
9.They don’t want nothing else.
10.You shouldn’t say nothing about
the concert.
Review and Practice
Grammar Transparency 138
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
1.They don’t have no oranges.
4.I’m not never watching that
show again.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
6. Connect to writing.
Create a two-column
chart and list five
dos and five don’ts
associated with living
in your town. Use at
least three negative
contractions.
ANSWERS
1. They don’t have any
oranges.
2. You aren’t fooling
anyone.
3. He doesn’t know
anybody in his class.
4. I’m not ever watching
that show again.
5. That shop doesn’t
have anything I want.
6. Mary Jo doesn’t have
a cold.
7. You don’t have any
homework?
8. He won’t eat any
meat.
9. They don’t want
anything else.
10. You shouldn’t say
anything about the
concert.
Correcting Double Negatives
© Macmillan/McGraw-Hill
Practice: Choose the correct word to
complete the sentence.
1.Don’t do (anything/nothing) until I
give the signal.
2.Michael says that he (ever/never)
read the note.
3.(Everybody/Nobody) will ever want
to leave.
4.She told me (anything/
nothing) important.
5.Don’t you (ever/never) scare me like
that again.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Interview a friend
about his or her idol
or hero. Then write
about that person in
a short article. Use a
variety of negatives in
your profile.
ANSWERS
6.We don’t know (anyone/no one) in
our apartment building.
1. anything
2. never
3. Nobody
4. nothing
7.There’s (no one/anyone) in our band
who can play tuba.
5. ever
6. anyone
7. no one
8. anything
8.We have never done (anything/
nothing) more fun.
9. any
10. isn’t
9.Don’t you have (any/no) pencils?
10.There (is/isn’t) any spaghetti left.
Review and Proofread
Grammar Transparency 139
Negatives
© Macmillan/McGraw-Hill
Practice: Change these positive
sentences into negative sentences.
1.I’m always going to be a baseball fan.
2.Do you have any bananas?
3.Anybody can pass this test.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4.Everything’s ready for the party.
4. Review answers and
provide corrective
feedback.
5.Everyone is waiting at City Hall.
5. Have students reread
the sentences to a
partner to develop
fluency.
6.The parking lot is empty.
7.These dogs are very friendly.
8.I have money for my haircut.
9.He has basketball practice
after school.
10.Wait for me.
6. Connect to writing.
Compare today’s
heroes to those of
your parents and/or
grandparents. Use a
variety of negatives
and modifiers to
evaluate them.
ANSWERS
Teachers: Use the following
additional practice for
reteaching purposes, if
necessary.
1. I’m never going to be
a baseball fan. or I’m
not going to be a
baseball fan.
2. Don’t you have any
bananas?
3. Nobody can pass this
test.
4. Nothing’s ready for the
party.
5. No one is waiting at
City Hall.
6. The parking lot isn’t
empty.
7. These dogs aren’t very
friendly.
8. I don’t have money for
my haircut.
9. He doesn’t have
basketball practice
after school.
10.Don’t wait for me.
Assess and Reteach
Grammar Transparency 140
Negatives
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: We’ll be at the park after school.
1. Define explicitly.
Answer: at; after
Practice: Identify the prepositions in
these sentences.
1.The model plane flew across the field
and over the fence.
2.Are you going to school with
your brother?
3.She keeps her bike behind the shed.
4.The towels are under the sink by
the dryer.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Describe where you
live and how it affects
your life. Use as
many prepositions as
possible.
ANSWERS
1. across; over
2. to; with
5.Maggie lives down the street near the
post office.
3. behind
4. under; by
5. down; near
6. from
6.Did you get a letter from Uncle Matt?
7. above
7.Are those bats above us?
9. before; after
8. for; of
10. in; on
8.Are you ready for your first day
of school?
9.I have band practice before school
and basketball practice after school.
10.I left my glasses in a case on the table.
Introduce the Concept
Grammar Transparency 141
Prepositions
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: Our grandparents live on a boat.
1. Define explicitly.
2. Provide clear
examples.
Answer: on; boat
Practice: Identify the preposition.
Identify the object of the preposition.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
1.Can you see the moon through
the trees?
5. Have students reread
the sentences to a
partner to develop
fluency.
2.They usually talk about books.
3.Do you want to study at my house?
4.A magical land lies across the ocean.
5.Let’s go for a walk after breakfast.
6.How many students are in your
math class?
6. Connect to writing.
If you published a
book, what would you
say about yourself
on the cover? Write
a short paragraph
that describes who
you are. Use at least
five prepositions in
your autobiographical
piece.
ANSWERS
1. through; trees
2. about; books
3. at; house
7.The toy store is between the post
office and jewelry shop.
4. across; ocean
5. after; breakfast
6. in; class
8.Our dog likes to sleep under the bed.
7. between; post office,
jewelry shop
8. under; bed
9. near; us
9.Don’t come near us.
10. in; basement
10.Their skates weren’t in the basement.
Teach the Concept
Grammar Transparency 142
Object of the Preposition
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: After I finished third grade we
moved to Texas.
1. Define explicitly.
Answer: After I finished third grade,
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
Practice: Insert a comma after the
introductory phrase.
1.Under Coach Johnson’s leadership
the team improved a great deal.
2.By the time the celebration started
we were already on the ship.
3.Before the firefighters could get the
flames under control the building was
already badly damaged.
4.From our entire family I want to wish
you a happy birthday.
5.Above the washer and dryer you’ll
find a cardboard box.
6.Under the command of General Smith
the troops defended the town.
2. Provide clear
examples.
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a journal entry
about the one event
from the past year
that tells the most
about who you are.
Use at least three
prepositions or other
introductory words
at the start of your
sentences.
ANSWERS
1. Under Coach
Johnson’s
leadership,
2. By the time the
celebration started,
3. Before the
firefighters could get
the flames
under control,
4. From our
entire family,
7.With twenty trumpets and only two
flutes our band was very loud.
5. Above the washer and
dryer,
8.Across two oceans and three deserts
she has come in search of him.
7. With twenty
trumpets and only
two flutes,
Review and Practice
Grammar Transparency 143
6. Under the command
of General Smith,
8. Across two oceans
and three deserts,
Using Commas
© Macmillan/McGraw-Hill
Practice: Pick the correct preposition
to complete the sentence.
1.The new playground is a fun place
(by/for/with) all children.
2.Do I have mud (at/on/over)
my jacket?
3.Balloon pilots are the first to climb
(into/over/through) the baskets.
4.What’s the name (about/for/of) your
new teacher?
5.The balloon sailed (about/across/on)
the river and islands.
6.There’s a fan (above/in/into) the sink.
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
What character from
fiction is most like
you? Explain why
in a comparison
piece. Use a variety
of prepositions and
introductory phrases.
ANSWERS
1. for
2. on
7.I think there’s a post box (about/on/
by) the bank.
3. into
4. of
5. across
6. above
8.They’re inflating balloons (behind/
by/with) helium.
7. by
8. with
9. to
10. around
9.The balloon soared (across/from/to)
an altitude of 25,000 feet.
10.Piccard and Jones were the first
balloonists to go (around/between/
over) the world.
Review and Proofread
Grammar Transparency 144
Prepositions
© Macmillan/McGraw-Hill
Practice: Use prepositions from the
list to complete the sentences.
between by
of
on
for
to
from
in
through with
1.Dozens
concert hall.
voices filled the
2.Satellites transmit their information
scientists on Earth.
3.How do I get to the library
here?
4.I’ll meet you
front of City Hall.
the fountain in
5.You’ll have to open the lid to find out
what’s
the box.
6.Pigeons like resting
of the school.
the roof
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a persuasive
letter that relies on
personal experience
to support your
argument. Use
a variety of
prepositional and
introductory phrases.
ANSWERS
Teachers: Use the
following additional
practice for reteaching
purposes, if necessary.
1. of
7.
every new arrival, the living
room grew more crowded.
8.A cold wind blew
Model/Guided
Practice Routine
the hallway.
9.This new exercise program is really
good
kids.
2. to
3. from
4. by
5. in
6. on
7. With
8. through
9. for
10. Between
10.
the library and bakery, you’ll
find the post office.
Assess and Reteach
Grammar Transparency 145
Prepositions
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: Riding the roller coaster was fun.
Riding the roller coaster was scary.
1. Define explicitly.
Answer: Riding the roller coaster was fun
and scary.
Practice: Combine the sentences into
one sentence.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
1.Omar had basketball practice. He had
it after school.
5. Have students reread
the sentences to a
partner to develop
fluency.
2.Dennis helped raise flowers and
vegetables. He raised them in the
family garden.
6. Connect to writing.
Write six short
sentences about
dreams or goals
that you have. Then
combine at least
two sentences into
one using different
techniques.
3.He collected microscopic samples
from lakes. He collected microscopic
samples from streams.
4.He examined insects. He examined
soil samples. He examined parts
of plants.
5.Dennis was finishing his schooling. He
was beginning a lifetime of discovery.
6.Scientists make discoveries by asking
questions. They make discoveries by
trying to answer questions.
Introduce the Concept
Grammar Transparency 146
ANSWERS
1. Omar had basketball
practice after school.
2. Dennis helped
raise flowers and
vegetables in the
family garden.
3. He collected
microscopic samples
from lakes and
streams.
4. He examined insects,
soil samples, and
parts of plants.
5. Dennis was finishing
his schooling and
beginning a lifetime of
discovery.
6. Scientists make
discoveries by asking
questions and trying
to answer them.
Sentence Combining
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: The balloon was huge. The balloon
was red.
1. Define explicitly.
Answer: The balloon was huge and red.
Practice: Combine the sentences into
one sentence.
1.The plane flew over the fields. The
fields were dusty.
2.The path twisted into the woods.
It twisted suddenly.
3.I want to go to the concert. The
concert is in the city.
4.She helped me with my homework. It
was math homework.
5.They have a boat. It’s on Carter Lake.
6.Clara is a soccer player. She’s
very good.
7.Mom hasn’t left yet. Dad hasn’t
left either.
8.Would you like to be a scientist? Or
would you like to be a writer?
9.He found a pen. The pen was blue.
Teach the Concept
Grammar Transparency 147
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write out an interview
with yourself about
where you want to be
in ten years. Try to
incorporate part of
each answer into the
next question using
sentence combining
techniques.
ANSWERS
1. The plane flew over
the dusty fields.
2. The path twisted
suddenly into the
woods.
3. I want to go to the
concert in the city.
4. She helped me with
my math homework.
5. They have a boat on
Carter Lake.
6. Clara is a very good
soccer player.
7. Neither Mom nor
Dad has left yet. or
Mom and Dad haven’t
left yet.
8. Would you like to be a
scientist or a writer?
9. He found a blue pen.
Sentence Combining
© Macmillan/McGraw-Hill
Review
Model/Guided
Practice Routine
Example: Let’s have a big cheer for our school
team the Cougars Rah
1. Define explicitly.
Answer: team,; Cougars!; Rah!
Practice: Provide the correct
punctuation for each sentence.
1.Algae are the simple plants found in
lakes and streams
2.By the way did you know that
meteorology is the study of weather
3.Mount St Helens, which is in
Washington State, erupted in 1980
4.Give me that crowbar immediately
5.In the event of an emergency please
take all of your possessions
6.Are lobsters crustaceans that feed on
algae and bacteria
7.Wow That was a terrific cricket game
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a news article
that summarizes the
risks someone took
to do something
worthwhile. Use
sentence combining
techniques to create a
variety of compound
and complex
sentences.
ANSWERS
1. streams.
2. way,; weather?
3. St.; 1980.
4. immediately! or
immediately.
5. emergency, ;
possessions.
6. bacteria?
7. Wow!; game!
8. Hartford,; hometown.
8.He went to high school in Hartford
his hometown
9. Microchip,; Dallas.
9.Their mom works at Microchip a
computer company in Dallas
Review and Practice
Grammar Transparency 148
Punctuation Marks
© Macmillan/McGraw-Hill
Practice: Combine the two sentences
into one sentence.
1.We looked at plants under a
microscope. We were in science
class.
2.She is studying for a degree at the
university. It is a biology degree.
3.Our class is learning about grizzly
bears. Our class is learning about
their habitat.
4.She hopes to climb Mount Everest.
Mount Everest is the tallest mountain
in the world.
5.Cheetahs are fast animals. Cheetahs
are land animals.
6.Blue whales are mammals. Blue
whales swim in the Pacific Ocean.
7.We’re flying to Fiji next month. We’re
flying to Hawaii next month.
8.He lives in Nova Scotia. He lives with
his wife and daughter.
Review and Proofread
Grammar Transparency 149
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write about the
greatest risk you or
a member of your
family has ever
taken. Use a variety
of compound and
complex sentences.
ANSWERS
1. We looked at plants
under a microscope in
science class.
2. She is studying for a
biology degree at the
university.
3. Our class is learning
about grizzly bears and
their habitat.
4. She hopes to climb
Mount Everest, the
tallest mountain in the
world.
5. Cheetahs are fast land
animals.
6. Blue whales are
mammals and swim in
the Pacific Ocean.
7. We’re flying to Fiji and
Hawaii next month.
8. He lives in Nova Scotia
with his wife and
daughter.
Sentence Combining
© Macmillan/McGraw-Hill
Practice: Combine the sentences into
one sentence.
1.I can ride a bike. I can ride a
skateboard. I can ride a scooter.
2.Tammy and Lauren are soccer
players. They are excellent players.
3.The bread tasted strange. It tasted as
if it were moldy.
4.He plays the harpsichord. A
harpsichord is an instrument similar
to a piano.
5.The hinges squeaked. They were
rusty.
6.That’s a catamaran. A catamaran is a
kind of sailboat.
7.He broke his leg in an accident. It was
a bicycle accident.
8.Ms. Hamilton teaches sixth-graders.
She coaches the softball team.
9.I enjoy reading books. The books are
from the library.
10.We went backpacking in Colorado.
Colorado is a state famous for its
mountains.
Assess and Reteach Grammar Transparency 150
Model/Guided
Practice Routine
1. Define explicitly.
2. Provide clear
examples.
3. Do the first two items
with students, then
assign the remaining
items. (Work with
English Learners and
Approaching Level
students to complete
all items.)
4. Review answers and
provide corrective
feedback.
5. Have students reread
the sentences to a
partner to develop
fluency.
6. Connect to writing.
Write a piece of
realistic fiction on
the theme of risktaking. Use a variety
of sentence types and
combining techniques
in your final draft.
ANSWERS
Teachers: Use the following
additional practice for
reteaching purposes, if
necessary.
1. I can ride a bike, a skateboard, and a scooter.
2. Tammy and Lauren are
excellent soccer players.
3. The bread tasted strange,
as if it were moldy.
4. He plays the harpsichord,
an instrument similar to a
piano.
5. The rusty hinges
squeaked.
6. That’s a catamaran, a
kind of sailboat.
7. He broke his leg in a
bicycle accident.
8. Ms. Hamilton teaches
sixth-graders and coaches
the softball team.
9. I enjoy reading books
from the library.
10.We went backpacking in
Colorado, a state famous
for its mountains.
Sentence Combining
© Macmillan/McGraw-Hill