Download Action and Linking Verbs

Regular and Irregular Plural Nouns
Plural nouns name more than one person, place, or thing.
• Add -s to form the plural of most nouns.
picture/pictures wing/wings pattern/patterns
• Add -es to nouns ending in ch, sh, x, z, s, and ss.
bunch/bunches wish/wishes box/boxes class/classes
• If a noun ends in a vowel and y, add -s.
day/days boy/boys
• If a noun ends in a consonant and y, change y to i and add -es.
city/cities lady/ladies
• Some nouns have irregular plural forms. They change spelling.
man/men mouse/mice goose/geese foot/feet
child/children
• For most nouns that end in f or fe, change f to v and add -es.
leaf/leaves knife/knives calf/calves
• Some nouns have the same singular and plural forms.
sheep deer moose headquarters series
Regular and Irregular Plural Nouns
Directions Write the plural form of each noun. Use a dictionary if
you need help.
1. twig
2. team
3. field
4. Tuesday
5. lunch
6. fox
7. woman
8. half
9. cracker
10.goose
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Regular and Irregular Plural Nouns
Directions Write the plural forms of the underlined singular nouns.
11. Migrant worker pick many crop and work long hour.
_____________________________________
12. They filled many box with orange, strawberry, and
peach.
_____________________________________
13. Sometimes they must trim leaf from plant with
sharp knife.
_____________________________________
14. Migrant child miss class on day when they must
help their parent at work.
_____________________________________
15. Other workers herd sheep and cow while riding
horse.
_____________________________________
Possessive Nouns
A possessive noun shows ownership. A singular possessive noun
shows that one person, place, or thing has or owns something. A
plural possessive noun shows that more than one person, place, or
thing has or owns something.
• To make a singular noun show possession, add an apostrophe (’)
and -s.
the baby’s crib
• To make a plural noun that ends in -s show possession, add an
apostrophe (’).
the soldiers’ uniforms
• To make a plural noun that does not end in -s show possession,
add an apostrophe (’) and -s.
the men’s shoes
Possessive Nouns
1. family ______________
11. families____________
2. brother ____________
12. brothers____________
3. suitcase ____________
13. suitcases___________
4. child _______________
14. children____________
5. government__________
15. governments_________
6. pen ________________
16. pens_______________
7. train _______________
17. trains______________
8. tree _______________
18. trees______________
9. woman _____________
19. women_____________
10. refugee____________
20. refugees____________
Possessive Nouns
Directions Circle the correct possessive noun in ( ) to complete
each sentence.
21. A (pen’s, pens’) point can be sharp.
22. This (author’s, authors’) story is powerful.
23. The (Nazi’s, Nazis’) goal was to destroy or drive
out all Jews.
24. Most (refugee’s, refugees’) stories were
heartbreaking.
25. A Japanese (family’s, families’) compassion saved
many lives.
Action and Linking Verbs
A complete sentence has a subject and a predicate.
The main word in the predicate is a verb.
An action verb tells what the subject does.
•The river flooded the town.
A linking verb links, or joins, the subject to a word
or words in the predicate. It tells what the subject
is or is like.
•The townspeople were afraid.
Action and Linking Verbs
• Action verbs can tell about actions that are
physical (walk, carry) or mental (forget,
understand).
• Forms of the verb be (am, is, are, was, were)
are often used as linking verbs.
• These verbs can be linking verbs: become,
seem, appear, feel, taste, smell, and look.
(I feel hungry. The pie smells delicious.)
However, some of them can also be used
as action verbs (Feel this fabric. The dog
smells many scents.)
Action and Linking Verbs
Directions Underline the verb in each sentence. Write A on the
line if the verb is an action verb. Write L if it is a linking verb.
1. The girl feels nervous.
______
2. Today is her wedding day.
______
3. She sits in a fancy chair.
______
4. Footmen carry the chair on their shoulders.
______
5. The girl is only sixteen.
______
6. Her parents arranged the marriage.
______
7. She sees her husband for the first time.
______
8. He looks handsome and kind.
______
9. She appears happy and content.
______
10. Some Chinese customs seem unusual to us.
______
Action and Linking Verbs
Directions Find the verb in each sentence. If the verb is an action
verb, write it under Action. If it is a linking verb, write it under
Linking.
Action
Linking
11. Animals symbolize different things.
________ _______
12. A coyote is resourceful and cunning.
________ _______
13. An eagle seems fiercely proud and free. ________ _______
14. The lion rules its territory with dignity. ________ _______
15. A lion appears kinglike to people.
________ _______
Main and Helping Verbs
Verbs that are made up of more than one word are verb phrases.
In a verb phrase, the main verb names the action. The helping
verb helps tell the time of the action. Some common helping verbs
are has, have, had, am, is, are, was, were, do, does, did, can,
could, will, would, and should.
• The main verb is always the last word in a verb phrase. (Animals are
losing habitats.)
• There may be more than one helping verb in a verb phrase. (We
should have saved more wetland habitats.)
• Helping verbs such as is and are show that action is happening in the
present. (Forests are cut down for wood.) Was and were tell
that the action happened in the past. (Once millions of acres
of forest were standing in this area.) Will tells that the
action is happening in the future. (Trees will disappear if we
don’t conserve them.)
Main and Helping Verbs
Directions Underline the verb phrase in each sentence.
1. For years, people have given names to their pets.
2. Our dog is named Groucho.
3. Pets can perform fascinating tricks.
4. Groucho has entertained us for years.
5. He could have been a standup comic.
6. Sometimes he will walk on his hind legs.
7. You should see his stubby tail.
8. No one can resist his floppy ears.
Main and Helping Verbs
Directions Find the verb phrase in each sentence. Write the
helping verb on the first line and the main verb on the second line.
9. We should respect wild animals.
________ ________
10. They are sharing the planet with us.
________ ________
11. They can frighten us at times.
________ ________
12. Most of them are frightened by us too.________ ________
Subject-Verb Agreement
The subject and verb in a sentence must agree, or work together. A
singular subject needs a singular verb. A plural subject needs a plural verb.
Use the following rules for verbs that tell about the present time.
• If the subject is a singular noun or he, she, or it, add -s or -es to most
verbs.
A horse runs. A dog chases the horse. It barks loudly.
• If the subject is a plural noun or I, you, we, or they, do not add -s or -es
to the verb.
Horses run. Dogs chase the horse. They bark loudly.
• For the verb be, use am and is to agree with singular subjects and are to
agree with plural subjects.
I am afraid. Paul is fearless. The armies are here. We are
surprised.
• A collective noun names a group, such as family, team, and class. A
collective noun is singular if it refers to a group acting as one:
The class is going on a field trip. A collective noun is plural if it
refers to members of the group acting individually:
The class are debating about which place to visit.
Subject-Verb Agreement
Directions Underline the subject of each sentence. Circle the verb in ( ) that
agrees with the subject.
1. U.S. history (is, are) an interesting subject.
2. Our class (is, are) studying the American colonies.
3. Toby (ask, asks) to report on transportation in the colonies.
4. Williamsburg (is, are) a colonial community.
5. Actors (play, plays) the part of colonists.
6. A blacksmith (pound, pounds) metal at a forge.
7. He (make, makes) tools of all kinds.
8. Teams of horses (pull, pulls) wagons on dirt roads.
9. Women (cook, cooks) food on the hearth.
10. Winnie (hurry, hurries) up the stairs to the loft.
11. Husks of corn (serve, serves) as mattresses in these beds.
12. A colonial child (has, have) only a few toys.