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04–21Discover Shurley Editing (Sample Pages)

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For additional information or to place an order, write to: Shurley Instructional Materials, Inc.366 SIM DriveCabot, AR 72023

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Welcome to Shurley Editing!Shurley Editing is specifically designed to help students develop a strong foundation inwriting conventions. As students learn the rules of our language, they develop practicaltechniques to recognize errors and correct mistakes. Students get ample practice fine-tuningtheir new skills with frequent, systematic oral reviews and Classroom Practice pages.

Shurley Editing provides comprehensive instruction for the following conventions:

This booklet contains sample pages from our comprehensive Teacher’s Manuals. InShurley Editing, the Teacher’s Manual layout mirrors the Student Book. The Teacher’sManual also includes numerous teacher support tools, which are shown in BLUE print.These teacher resources include Teacher Instructions, Teaching Scripts, Teaching Notes,Oral Reviews, and Answer Keys.

• capitalization• punctuation• subject-verb agreement• singular/plural nouns(including irregular nouns)and verbs

• compound parts of speech• pronouns and antecedents• word relationships and spelling (includinghomophones, homographs,synonyms, and antonyms)

• determining the use of articles

• sentence types (including fragments,simple, compound,complex, and compound-complex and their punctuationrequirements)

• conjunctions• connective adverbs• run-ons and comma splices

• punctuating dialogue— quotations at the beginning, middle, and end of sentences

— expanded quotations in narratives and splitquotations

— direct and indirect quotes• pronoun cases• double negatives• degrees of comparison foradjectives and adverbs

• contractions

Level 6 Editing4

Chapter 1Lesson 1

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The capital letters are written in bold print. Discuss the rule number that explains why each word is capitalized.

Capitals: 8

1. In June, I read Kidnapped while camping with my Girl Scout troop

near Whisper Falls.

Example 1:

1 4 2 8 6 6

5 5

Discuss the reason for each capitalization correction.

Capitals: 12

2. for memorial day, dora and i plan to visit arlington cemetery in washington, dc,

with our cousins who live near virginia beach.

Example 2:

F M D D I A C W DC

V B

Correct the capitalization mistakes and write the rule numbers above them. Use the rules in your Reference Folder.

Capitals: 6

for thanksgiving, sam and i plan to visit family in boise, idaho, for a week.

Guide:

Knowing capitalization rules helps you find and correct mistakes in your writing. Finding andcorrecting mistakes is called editing. First, find the Editing Guide. The Editing Guide will tellyou how many capitalization mistakes should be corrected. The two examples on this pageshow you how to mark your paper.

Editing for Capitalization

GUIDED PRACTICE

Read and discuss the information in this lesson. Have students put it in their Reference Folder.

Work through the Guided Practice with students.

1 4 3 2 5 5F T S I B I

Classroom Practice 1

Level 6 Editing 5

Chapter 1Lesson 1

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Write the correct rule number beside each capitalization rule. Use the rules in your Reference Folder. (8 pts)

1. Capitalize historical events, monuments, documents, and awards. ________2. Capitalize the pronoun I. ________3. Capitalize the names of days, months, and holidays. ________4. Capitalize the names of people and pets. ________5. Capitalize the titles of published or produced works. ________6. Capitalize the names of businesses, organizations, buildings,

titles of speci?c classes, products, and ships. ________7. Capitalize places on a map, proper adjectives, stars, and planets. ________8. Capitalize the ?rst word of a sentence. ________

Exercise 1:

Write the correct rule number above each capital letter.Use the rules in your Reference Folder. (9 pts)

Capitals: 9

James and I saw the USS Midway that was docked in San Diego on Friday.

Exercise 2:

Write the correct capital letter above each capitalization mistake. Use the rules in your Reference Folder. (7 pts)

Capitals: 7

my family went camping in the rocky mountain national park during labor

day weekend.

Exercise 3:

Write the correct capital letter and rule number above each capitalization mistake.Use the rules in your Reference Folder. (18 pts)

Capitals: 9

today aunt jane told me that dr. martin on oak street said her dogs, max and

growler, are healthy.

Exercise 4:

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Give Classroom Practice 1. (42 pts)

Level 6 Editing4

Chapter 1Lesson 1

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Capitals: 8


near Whisper Falls.

Example 1:

1 4 2 8 6 6

5 5


Capitals: 12



Example 2:

F M D D I A C W DC

V B


Capitals: 6


Guide:



GUIDED PRACTICE


Level 6 Editing 5

Chapter 1Lesson 1




Exercise 1:


Capitals: 9


Exercise 2:


Capitals: 7


day weekend.

Exercise 3:


Capitals: 9



Exercise 4:

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STUDENT BOOK TEACHER’S MANUAL


Level 6 Editing 1

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Chapter 1START Lesson 1

The Importance of Capitalization and Punctuation in Writing

Which of the two passages is easier to read? What makes Passage B easier?

my eyes opened suddenly and i struggled to focus on the time on my clock what 7:34that meant i had barely 11 minutes to getready to catch the bus as i threw on myclothes i was thankful that i had at leastpacked my backpack and made my lunchlast night as i bolted out of my room andtowards the door i heard my mom call fromthe kitchen jody it snowed eight inches lastnight so school is running on a delayedschedule the bus won’t be here until 9:45

My eyes opened suddenly, and I struggledto focus on the time on my clock. What!7:34! That meant I had barely 11 minutesto get ready to catch the bus! As I threw onmy clothes, I was thankful that I had atleast packed my backpack and made mylunch last night. As I bolted out of my roomand towards the door, I heard my mom callfrom the kitchen, “Jody, it snowed eightinches last night so school is running on adelayed schedule. The bus won’t be hereuntil 9:45.”

The skills taught in this book will help students improve their ability to edit their own writing. The eight capitalization rules introduced in this lesson are the ones most commonly used. Additionalcapitalization rules can be found at the end of this chapter.

Have students put information pages in a standard folder or in a Shurley Writing Folder. Pages placedin this folder are to be used as references so students can refer to them when needed. Call this folder aReference Folder.


Level 6 Editing2

Chapter 1Lesson 1

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Always capitalize…1. the first word of a sentence.The boy reads often. He likes to read.

2. the pronoun I.She and I love apple pie.

Capitalize the names, nicknames, titles, initials, and abbreviations that name…3. people and pets. James, Big Jim, Mom, Fluffy, Mr. J. R. Smith, Dr. JonesNOTE: An abbreviation is the shortened form of a word: doctor—Dr.

4. days, months, and holidays.Monday, July, October, Oct., Labor Day, Christmas

5. places on a map, proper adjectives, stars, and planets.Maple Street, Dallas, Texas, TX, Atlantic Ocean, Spain, Spanish, English, Sirius, Mars

6. businesses, organizations, buildings, titles of specific classes, products, ships, and titles ofspecific course, numbered courses, or courses that name a language.Walmart®, Boy Scouts, Sears Tower, Coca-Cola®, Titanic, World History, French

7. historical events, monuments, documents, and awards.World War II, Statue of Liberty, Bill of Rights, Nobel Peace Prize

Capitalize the .rst, last, and important words in…8. the titles of published or produced works, such as books, essays, poems, songs, movies,television shows, newspapers, magazines, paintings, and sculptures.The Call of the Wild, Starry Night, The New York Times, Avatar: The Last Airbender

Most Common Capitalization Rules

Monopoly®, Kleenex®, and Walmart® are examples of trademarked names. A trademark identifies and protects the distinctive name and design of aproduct. The symbol means that a product’s trademark is registered with the United States Patent Office. After a product has been identified with itsregistered symbol, the name can then be identified throughout the rest of thedocument with a capital letter or other means to indicate its uniqueness.


Level 6 Editing 3

Chapter 1Lesson 1

© SHURLEY IN

STRUCTIONAL MATERIA

LS, INC.

When Not to Capitalize1. Knowing when NOT to capitalize is just as important as knowing when to capitalize.

Capitalize words like Mom and Dad unless they are used with possessive pronouns likemy, our, his, her, its, their, and your.

Marvin and dad sang a duet.

Marvin and my dad sang a duet.

Marvin and Dad sang a duet.

My Mom enjoyed it.

My mom enjoyed it.

Mom enjoyed it.

2. Words like senator and uncle can either stand alone or act as titles. Usually, they arecapitalized when used as titles, but they are not capitalized when they are used alone.

Do you know a Senator?

Do you know a senator?

Do you know Senator Wilson?

His Uncle runs his campaign.

His uncle runs his campaign.

His Uncle Dan runs his campaign.

3. In titles, do not capitalize conjunctions, articles, or prepositions with fewer than fiveletters, unless they are the first or last word. NOTE: Sometimes published authors choosenot to follow the rules for titles.

The Cats And Dogs about Town

The Cats and Dogs About Town

The Story Of The Baby Whale

The Story of the Baby Whale

INCORRECT

CORRECT

CORRECT

INCORRECT

CORRECT

CORRECT

INCORRECT

CORRECT

CORRECT

INCORRECT

CORRECT

CORRECT

INCORRECT

CORRECT

INCORRECT

CORRECT


Level 6 Editing4

Chapter 1Lesson 1

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Capitals: 8


near Whisper Falls.

Example 1:

1 4 2 8 6 6

5 5


Capitals: 12



Example 2:

F M D D I A C W DC

V B


Capitals: 6


Guide:



GUIDED PRACTICE



1 4 3 2 5 5F T S I B I


Level 6 Editing 5

Chapter 1Lesson 1

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Exercise 1:


Capitals: 9


Exercise 2:


Capitals: 7


day weekend.

Exercise 3:


Capitals: 9



Exercise 4:

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Level 6 Editing6

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Chapter 1START Lesson 2

Oral Review Before Classroom Practice 2Before you take Classroom Practice 2, we will review the capitalization rules. I will go over each rule,and you will give me an example of that rule.

Rule 1: Capitalize the first word of a sentence. Give me an example of a sentence.

Rule 2: Capitalize the pronoun I. Give me an example of the pronoun I in a sentence.

Rule 3: Capitalize people and pets. Tell me the name of a person.Tell me the name of a pet.

Rule 4: Capitalize days, months, and holidays. Tell me the name of a day of the week.Tell me the name of a month.Tell me the name of a holiday.

Rule 5: Capitalize places on a map, proper adjectives, stars, and planets. Tell me the name of a place on a map. Tell me the name of a planet. Give me the name of a proper adjective.

Rule 6: Capitalize businesses, organizations, buildings, products, ships, and titles of specific courses,numbered courses, or courses that name a language.Tell me the name of a business.Tell me the name of a ship.Tell me the name of a building.

Rule 7: Capitalize historical events, monuments, documents, and awards. Tell me the name of a historical document.Tell me the name of a historical event.Tell me the name of a monument.

Rule 8: Capitalize the titles of published or produced works, such as books, essays, poems, songs,movies, television shows, newspapers, magazines, paintings, and sculptures. Tell me the title of a book.Tell me the title of a song.Tell me the title of a movie.

Review Questions1. What rule number tells you to capitalize the names of days, months, and holidays? Rule 4

2. What is the definition of editing? Finding and correcting mistakes in your writing.

3. What is an Editing Guide? It tells how many mistakes should be corrected.

Level 6 Editing 7

Chapter 1©

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1. Capitalize the names of days, months, and holidays. ________2. Capitalize the pronoun I. ________3. Capitalize the names of people and pets. ________4. Capitalize the names of businesses, organizations, buildings,

titles of speci?c classes, products, and ships. ________5. Capitalize places on a map, proper adjectives, stars, and planets. ________6. Capitalize the ?rst word of a sentence. ________7. Capitalize historical events, monuments, documents, and awards. ________8. Capitalize the titles of published or produced works. ________

Exercise 1:


Capitals: 10

I recently told Ms. James that Nashville lies along the Cumberland River in

Tennessee and is the home of the Grand Ole Opry.

Exercise 2:


Capitals: 8

my family and i always celebrate independence day on july 4th at grandma’s

house in denver, colorado.

Exercise 3:


Capitals: 7

have you read the books, tom sawyer and huckleberry finn, by mark twain?

Exercise 4:

START Lesson 2

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Level 6 Editing 79

Chapter 5©

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START Lesson 1

Types of SentencesUsing different types of sentences makes writing more interesting for the reader and easierto connect and explain ideas. There are several types of sentences: simple, compound,complex, and compound-complex. We will start with the simple sentence.

A simple sentence has three core parts: a subject, a verb, and a complete thought. A simplesentence is independent and can make sense by itself. A simple sentence is labeled with theletter S.

_____S The two dogs barked at the squirrels.S: a simple sentence

_____S The two dogs barked at the squirrels. The squirrels ran away.S: one or more simple sentences

A simple sentence can have compound core parts. Compound means more than one.Compound parts are joined by the words and or or. A compound part is labeled with the letter C.

_____SCS Max and Buddy barked at the squirrels.SCS: a simple sentence with a compound subject

_____SCV Buddy barked and chased the squirrels.SCV: a simple sentence with a compound verb

Simple Sentences

Correcting FragmentsA fragment is an incomplete sentence. A fragment is missing one or more of the core sentenceparts. A fragment is labeled with the letter F.

_____F Barked at the squirrels. What part is missing? the subject

How to CorrectEach sentence fragment is corrected by adding the part in parentheses.

1. At the edge of the pond for a drink of water. (Add both the subject and predicate.)The thirsty lion stood at the edge of the pond for a drink of water.

2. A pack of hungry wolves. (Add the predicate part.)A pack of hungry wolves growled ferociously at the startled deer.

3. Was running toward the burning house. (Add the subject part.)The frantic father was running toward the burning house.

4. As I walked happily in the park. (Do what is needed for the sentence to make sense.)Delete As. I walked happily in the park.


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Chapter 5Lesson 1

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Correcting Run-On SentencesA run-on sentence is two sentences written incorrectly as one sentence.

The baby birds were chirping they were hungry.How to CorrectUse a slash to separate each sentence in the run-on sentence. Then, use the labels in parentheses to know how to correct the run-on sentence.

1. The baby birds were chirping / they were hungry. (S)(Smeans to make two separate simple sentences.)

The baby birds were chirping. They were hungry.

2. The milk is in the refrigerator / the butter is in the refrigerator. (SCS)(SCSmeans to make one sentence with two subjects.)

The milk and butter are in the refrigerator.

3. The lifeguard jumped up / he dove into the pool. (SCV)(SCVmeans to make one sentence with two verbs.)

The lifeguard jumped up and dove into the pool.

Review Sentence Types

Sentence Type Example

S = Simple Sentence Scott skied.

SCS = Simple Sentence with Compound Subject

Scott and Ellen skied.

SCV = Simple Sentence with Compound Verb

Scott skied and snowboarded.

F = Fragment (does not make sense) While Ellen rested.

Correcting Run-On SentencesA run-on sentence is two sentences written incorrectly as one sentence.

The baby birds were chirping they were hungry.How to CorrectUse a slash to separate each sentence in the run-on sentence. Then, use the labels in parentheses to know how to correct the run-on sentence.

1. The baby birds were chirping / they were hungry. (S)(Smeans to make two separate simple sentences.)

The baby birds were chirping. They were hungry.

2. The milk is in the refrigerator / the butter is in the refrigerator. (SCS)(SCSmeans to make one sentence with two subjects.)

The milk and butter are in the refrigerator.Discuss the subject-verb agreement change from is to are.

3. The lifeguard jumped up / he dove into the pool. (SCV)(SCVmeans to make one sentence with two verbs.)

The lifeguard jumped up and dove into the pool.


Level 6 Editing 81

Chapter 5Lesson 1

GUIDED PRACTICEWrite the labels next to their meaning. Labels: S, F, SCS, SCV

___________: a sentence with compound subjects

___________: a simple sentence

___________: a fragment

___________: a sentence with compound verbs

Guide 1:

Identify each type of sentence by writing the correct label in the blank. Labels: S, F, SCS, SCV

___________ 1. Jimmy went to the party.

___________ 2. As Jimmy went to the party.

___________ 3. They jogged and walked down the trail.

___________ 4. The boys and girls ran outside.

Guide 2:

Draw a slash to separate each sentence in the run-on sentence. Then, use the labels in parentheses to know how to correct the mistake.

1. Grandma made a beautiful quilt for my bed Aunt Pam helped Grandma make it. (SCS)_____________________________________________________________________________

2. Our dog tracked mud in the house he jumped on the couch with muddy feet! (SCV)_____________________________________________________________________________

3. I mowed the yard Joe raked the leaves. (S)_____________________________________________________________________________

4. The icicle melted slowly it dripped throughout the day. (SCV)_____________________________________________________________________________

Guide 3:

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Draw a slash to separate each sentence in the run-on sentence. Then, use the labels in parentheses to know how to correct the mistake.Teacher Note: Count each slash, bolded words, and connecting punctuation.`

1. Grandma made a beautiful quilt for my bed Aunt Pam helped Grandma make it. (SCS)_____________________________________________________________________________

2. Our dog tracked mud in the house he jumped on the couch with muddy paws! (SCV)_____________________________________________________________________________

3. I mowed the yard Joe raked the leaves. (S)_____________________________________________________________________________

4. The icicle melted slowly it dripped throughout the day. (SCV)_____________________________________________________________________________

Guide 3:

/

Grandma and Aunt Pam made a beautiful quilt for my bed.

/

Our dog tracked mud in the house and jumped on the couch with muddy paws!

/I mowed the yard. Joe raked the leaves.

/The icicle melted slowly and dripped throughout the day.

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.START Lesson 3

The word compound means two. A compound sentence is made from two simple sentencesthat are joined together. Compound sentences should be closely related in thought andimportance. The label for a compound sentence is CD.

The following connectors are used to join the two simple sentences that make up a compound sentence:

� conjunctions (and, but, or)� connective adverbs (however, likewise, therefore) � commas ( ,) and semicolons ( ;)

Use these connectors in one of the three ways below to make a compound sentence.

Compound Sentences

Three Ways to Make a Compound Sentence1. Join two simple sentences with a comma and a conjunction.

+ +

2. Join two simple sentences with only a semicolon (;).

+ +

3. Join two simple sentences with a semicolon, a connective adverb, and a comma.

+ +

The baby colt struggled to his feet , but he was still wobbly.

Sentence , Conjunction Sentence

The baby colt struggled to his feet ; he was still wobbly.

The baby colt struggled to his feet ; however, he was still wobbly.

Sentence Semicolon Sentence

Sentence ; Connective Adverb, Sentence

Chapter 5


Level 6 Editing90

Lesson 3

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Chapter 5

Independent Sentence, + Independent Sentence = Compound Sentence

Joining two independent sentences in one of the following ways forms a compound sentence.

1. Two independent sentences joined by a comma and a conjunction.

______________________ , and ______________________.

2. Two independent sentences joined by a semicolon only.

______________________ ; ______________________.

3. Two independent sentences joined by a semicolon, a connective

adverb, and a comma.

______________________ ; therefore, ______________________.

Remember: Compound sentences should be closely related in thought and importance.

I looked for my keys, but I could not find them.

I looked for my keys, but I failed my science test today.INCORRECT

CORRECT

Ways to Make Compound Sentences from Run-On SentencesUse a slash to separate each sentence in the run-on sentence. Then, use the labels in parentheses to know how to correct the run-on sentence.

1. The snowstorm was unexpected / we were prepared (CD , but)(CD, butmeans to make a compound sentence with a ( ,) and but between the two sentences.)

The snowstorm was unexpected, but we were prepared.

2. The snowstorm was unexpected / we were prepared (CD ; )(CD;means to make a compound sentence with only a ( ;) between the two sentences.)

The snowstorm was unexpected; we were prepared.

3. The snowstorm was unexpected / we were prepared (CD ; however, )(CD; however,means to make a compound sentence with a ( ;) however ( ,) between the two sentences.

The snowstorm was unexpected; however, we were prepared.

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.Lesson 3


Sentence Type Example

S = Simple Sentence Scott skied.

SCS = Simple Sentence with Compound Subject

Scott and Ellen skied.

SCV = Simple Sentence with Compound Verb

Scott skied and snowboarded.

CD = Compound Sentence Scott skied, and Ellen rested.

F = Fragment (does not make sense) While Ellen rested.

GUIDED PRACTICEWrite the labels next to their meaning. Labels: S, F, SCS, SCV, CD



___________: a compound sentence

___________: a fragment

___________: a sentence with compound verbs

Guide 1:

over >>>

Chapter 5

Identifying a Compound SentenceUse the directions below to identify a compound sentence.

� CD– underline the two sentences and circle the connectors.The snowstorm was unexpected, but we were prepared.

SCS

S

CD

F

SCV


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Lesson 3

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Chapter 5

Draw a slash to separate each sentence in the run-on sentence. Then, use the labels in parentheses to know how to correct it.

1. Marty enjoyed the movie he didn't like the popcorn. (CD , but)_____________________________________________________________________________

2. My brother loves the mountains I love the ocean. (CD ; however, )_____________________________________________________________________________

3. I work out every day exercise makes me feel great! (CD ; )_____________________________________________________________________________

4. I forgot to study for my test I made a bad grade. (CD ; therefore, )_____________________________________________________________________________

Guide 3:

S–underline once; SCS–put parentheses around the sentence and circle the compound subjects; SCV–put parentheses around the sentence and circle the compound verbs;

CD–underline the two sentences and circle the connectors.

Identify each type of sentence.

I play lots of different kinds of sports. I play soccer, and I play baseball. Football

and basketball also suit me. During winter, I ski and play hockey on my city team!

I love sports!

Guide 4:

Identify each type of sentence by writing the correct label in the blank. Labels: S, F, SCS, SCV, CD

___________ 1. Lightning Kashed, and rain pounded down during the storm.

___________ 2. Runs swiftly down the ditch behind my house.

___________ 3. ButterKies live in meadows, deserts, and mountains.

___________ 4. The clerk framed and matted the large print.

___________ 5. He and she were in the same science class.

Guide 2:

Draw a slash to separate each sentence in the run-on sentence. Then, use the labels in parentheses to to correct the mistake.Teacher Note: Count each slash, bolded words, and connecting punctuation.

1. Marty enjoyed the movie he didn't like the popcorn. (CD , but)_____________________________________________________________________________

2. My brother loves the mountains I love the ocean. (CD ; however, )_____________________________________________________________________________

3. I work out every day exercise makes me feel great! (CD ; )_____________________________________________________________________________

4. I forgot to study for my test I made a bad grade. (CD ; therefore, )_____________________________________________________________________________

Guide 3:

(

) ( )

/Marty enjoyed the movie, but he didn't like the popcorn.

/My brother loves the mountains; however, I love the ocean.

/I work out every day; exercise makes me feel great!

/I forgot to study for my test; therefore, I made a bad grade.

CD

F

S

SCV

SCS

Classroom Practice 29A

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Draw a slash to separate each sentence in the run-on sentence. Then, use the labels in parentheses to know how to correct the mistake. (12 pts)

1. I left my bicycle out in the rain it rusted. (CD ; consequently, )_____________________________________________________________________________

2. We bought a Christmas tree it wasn't very big. (CD , but)_____________________________________________________________________________

3. I read a new mystery it was so exciting! (CD ; )_____________________________________________________________________________

4. The runners dashed across the Jnish line the race was over. (CD , and)_____________________________________________________________________________

Exercise 3:

Write the labels next to their meaning. Labels: S, SCS, CD (3 pts)



___________: a compound sentence

Exercise 1:

Identify each type of sentence by writing the correct label in the blank, Labels: S, F, SCS, SCV, CD (7 pts)

___________ 1. Pots banged and clattered in the kitchen.

___________ 2. Mollie’s mom and dad picked her up from school yesterday.

___________ 3. Flew on a plane to Europe and vacationed there.

___________ 4. We ate an apple for a snack, but we wanted cookies.

___________ 5. The snowstorm dumped three feet of snow on our small town.

___________ 6. The dog barked loudly, and the squirrel ran away.

___________ 7. The car stalled; we called a tow truck.

Exercise 2:

Chapter 5

Draw a slash to separate each sentence in the run-on sentence. Then, use the labels in parentheses to correct the mistake. (12 pts)Teacher Note: Count each slash, bolded words, and connecting punctuation.

1. I left my bicycle out in the rain it rusted. (CD ; consequently, )_____________________________________________________________________________

2. We bought a Christmas tree it wasn't very big. (CD , but)_____________________________________________________________________________

3. I read a new mystery it was so exciting! (CD ; )_____________________________________________________________________________

4. The runners dashed across the Jnish line the race was over. (CD , and)_____________________________________________________________________________

Exercise 3:

SCV

SCS

F

CD

S

CD

CD

SCS

S

CD

/I left my bicycle out in the rain; consequently, it rusted.

/We bought a Christmas tree, but it wasn't very big.

/I read a new mystery; it was so exciting!

/The runners dashed across the finish line, and the race was over.

Give Classroom Practice 29A. (22 pts)

Classroom Practice 29BGive Classroom Practice 29B. (37 pts)

(Total A&B pts: 59)

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Lesson 3

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Chapter 5

Correct each mistake. (24 pts)

End Marks: 4 Capitals: 12 Commas: 1 Homophones: 4 Subject-Verb Agreement: 3

doug and i arrives on a plain from houston inn time four the annual

maple syrup festival in rutland vermont the hole town turns out for this

great celebration doug and i loves the food we goes every year

Exercise 5:

S–underline once; SCS–put parentheses around the sentence and circle the compound subjects; SCV–put parentheses around the sentence and circle the compound verbs;

CD–underline the two sentences and circle the connectors.

Identify each type of sentence. (13 pts)

This summer, two trees in our backyard died. Mom and Dad called the

county extension oIce for advice. The agent asked a lot of questions and

came to our house to inspect the dead trees. The agent took several pictures

of the trees, and he emailed them to his supervisor. We are anxious to Jnd out

the results.

Exercise 4:

D I arrive plane H in for

M S F R V T whole, .

D I love W go (or. ). . !

(

)(

)


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Chapter 6Lesson 1

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QuotationsThe exact words spoken by someone are called a quotation or quote. A written quotation isidentified with quotation marks. Quotation marks are the special punctuation marks placedat the beginning and at the end of a quotation to let you know the exact words of a speaker.

“Do you want to play soccer with us?”

Explanatory WordsExplanatory means to explain. When writing a quote, explanatory words are the wordsthat explain who is talking, but they are not part of the actual quote. Explanatory words tell who is talking and how something is said. The verbs listed below show different wayssomething can be said.

John asked, “Do you want to play soccer with us?

When a quote comes at the end of a sentence, the explanatory words come first.

John asked, “Do you want to play soccer with us?”

1. Find the explanatory words. Underline the explanatory words to separate them from thequotation. Capitalize the first word of the explanatory words and put a comma at the end.John asked, do you want to play soccer with us

2. Find the quote. Put quotation marks at the beginning and end of the exact words spoken.Capitalize the first word of the quote. Put an end mark (. ? !) after the last word of the quotein front of the quotation mark.John asked, “Do you want to play soccer with us?”

Introducing Ending Quotes

Verbs Used as Explanatory Wordssaidaskedrepliedrespondedremarkedexplainedansweredstated mentionedannounceddeclareddemanded

whisperedmurmuredsputteredmutteredmumbledgrumbledgroanedmoanedsighedsuggestedinquiredadmitted

chuckledcriedgiggledblurtedteasedbraggedhintedutteredcomplainedprotestedinsistedchallenged

calledexclaimedshoutedyelledholleredscreechedscreamedsquealedshriekedsquawkedsnapped bellowed

whinedhissedbeggedlaughedspatcheeredsneeredarguedfumedsmirkedthoughtwondered

“C C(explanatory words) ( , ) (quote) ( . !? ) ”

Level 6 Editing 121

Chapter 6Lesson 1

GUIDED PRACTICE

Rewrite each quotation with the correct capitalization and punctuation. Underline the explanatory words.

1. john asked do you want to play soccer with us_____________________________________________________________________________

2. susie said we will meet you at the ballgame_____________________________________________________________________________

Guide 1:

Put the eight parts of an ending-quote pattern in the correct order: (C) (,) (.?!) (quote) (explanatory words) (“) (”) (C)

________________________________________________________________________________________

Guide 2:

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Important Points to Remember1. An ending quote has the following order: the explanatory words and then the quote.2. Underline the explanatory words to separate them from the quotation.3. Do not put quotation marks around explanatory words.4. Put quotation marks around the exact words that are spoken. 5. After the last word of an ending quote, use one of these end marks:

• a period if the quote is a statement or command.• a question mark if the quote is a question.• an exclamation point if the quote shows strong feeling.

6. Use this pattern to check an ending quote:“C C(explanatory words) ( , ) (quote) ( . !? ) ”

3. Use this pattern to check an ending quote:

capital letter to begin the explanatory words

capital letter to begin the quote

choices for an end mark

explanatory words a comma

beginning quotation mark

the quote itself

ending quotation mark

John asked, “Do you want to play soccer with us?”

Susie said, “We will meet you at the ballgame.”

(C) (explanatory words) ( , ) ( “ ) (C) (quote) ( .?! ) ( ” )


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Level 6 Editing 123

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.Lesson 1

Fill in the blanks. Use the following words: explanatory words, quote. (4 pts)

1. The exact words of what is being said are called the _______________________________.

2. The words that tell who is speaking are called the __________________________________.

3. Tell the order of an ending quote: 8rst the _____________________________________________ and then the ________________.

Exercise 1:

Rewrite each quotation with the correct capitalization and punctuation. Underline the explanatory words. (37 pts)

1. the little boy whispered is someone in the closet_____________________________________________________________________________________

2. mom said jan will hem your prom dress_____________________________________________________________________________________

3. the referee yelled play ball_____________________________________________________________________________________

4. the teacher announced we will go to lunch now_____________________________________________________________________________________

5. little leroy and elroy shouted we want ice cream_____________________________________________________________________________________

Exercise 3:

Put the eight parts of an ending-quote pattern in the correct order: (C) (,) (.?!) (quote) (explanatory words) (“) (”) (C) (8 pts)

________________________________________________________________________________________

Exercise 2:

Chapter 6

quote

explanatory words

explanatory words quote


The little boy whispered, “Is someone in the closet?”

Mom said, “Jan will hem your prom dress.”

The referee yelled, “Play ball!”

The teacher announced, “We will go to lunch now.”

Little Leroy and Elroy shouted, “We want ice cream!”

(C) (explanatory words) ( , ) ( “ ) (C) (quote) ( .?! ) ( ” )


Level 6 Grammar

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Table of Contents

Level 6 Editing i

Introduction . . . . pp. v–viii

Chapter 1Lesson 1 . . . . . . . . . . . . . . . . . . . . p. 1Most Common CapitalizationRules, When Not to Capitalize,Editing for Capitalization,Classroom Practice 1

Lesson 2 . . . . . . . . . . . . . . . . . . . p. 7Oral Review Questions,Classroom Practice 2

Lesson 3 . . . . . . . . . . . . . . . . . . p. 9Oral Review Questions,Classroom Practice 3

Lesson 4 . . . . . . . . . . . . . . . . . . p. 1 1Oral Review Questions,Classroom Practice 4

Chapter 2Lesson 1 . . . . . . . . . . . . . . . . . . p. 13Most Common PunctuationRules, Editing for Punctuation,Classroom Practice 5


Lesson 3 . . . . . . . . . . . . . . . . . . p. 21Editing Review, ClassroomPractice 7

Lesson 4 . . . . . . . . . . . . . . . . . p. 25Oral Review Questions,Classroom Practice 8


Lesson 6 . . . . . . . . . . . . . . . . . p. 29Classroom Practice 10

Chapter 3Lesson 1 . . . . . . . . . . . . . . . . . . p. 31Subject-Verb Agreement,Classroom Practice 11

Lesson 2 . . . . . . . . . . . . . . . . . p. 35More About Subject-Verb Agree -ment, Classroom Practice 12


Lesson 4 . . . . . . . . . . . . . . . . . . p. 41Subject-Verb Agreement ofIndefinite Pronouns, ClassroomPractice 14

Lesson 5 . . . . . . . . . . . . . . . . . p. 45More About Subject-VerbAgreement of IndefinitePronouns, Review of IndefinitePronouns, Classroom Practice 15

Lesson 6 . . . . . . . . . . . . . . . . . p. 48Editing Paragraphs, ClassroomPractice 16




Chapter 4Lesson 1 . . . . . . . . . . . . . . . . . . p. 57Homonyms (Homophones,Homographs), ClassroomPractice 20


Lesson 3 . . . . . . . . . . . . . . . . . p. 83

Extra Chart of Homophones,Homophone Rebus, ClassroomPractice 22

Lesson 4 . . . . . . . . . . . . . . . . . p. 69Choosing A or An, ClassroomPractice 23



Lesson 7. . . . . . . . . . . . . . . . . . p. 77Classroom Practice 26

Chapter 5Lesson 1 . . . . . . . . . . . . . . . . . . p. 79Simple Sentences, CorrectingFragments and Run-OnSentences, Classroom Practice 27

Lesson 2 . . . . . . . . . . . . . . . . . p. 85Identifying Types of Sentences in Paragraphs, ClassroomPractice 28

Lesson 3 . . . . . . . . . . . . . . . . . p. 89Compound Sentences, ClassroomPractice 29

Lesson 4 . . . . . . . . . . . . . . . . . p. 95Conjunctions, ConnectiveAdverbs, Classroom Practice 30

Lesson 5 . . . . . . . . . . . . . . . . . p. 99Correcting Run-On Sentences,Correcting Comma Splices,Classroom Practice 31

Lesson 6 . . . . . . . . . . . . . . . . p. 103Complex Sentences, ClassroomPractice 32

Lesson 7 . . . . . . . . . . . . . . . . p. 109Classroom Practice 33

Lesson 8 . . . . . . . . . . . . . . . . . p. 1 1 1Compound-Complex Sentences,Classroom Practice 34

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Table of Contents

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Lesson 9 . . . . . . . . . . . . . . . . . p. 1 15Oral Review Questions,Classroom Practice 35

Lesson 10 . . . . . . . . . . . . . . . . p. 1 17Oral Review Questions,Classroom Practice 36

Chapter 6Lesson 1 . . . . . . . . . . . . . . . . . p. 1 19Dialogue, Quotations,Explanatory Words, Verbs Usedas Explanatory Words,Introducing Ending Quotes,Classroom Practice 37

Lesson 2. . . . . . . . . . . . . . . . . p. 125Editing Ending Quotes,Classroom Practice 38

Lesson 3 . . . . . . . . . . . . . . . . p. 129Introducing Beginning Quotes,Classroom Practice 39

Lesson 4 . . . . . . . . . . . . . . . . p. 133Editing Beginning Quotes,Classroom Practice 40


Lesson 6 . . . . . . . . . . . . . . . . p. 139Expanding Quotations,Classroom Practice 42


Lesson 8 . . . . . . . . . . . . . . . . p. 145Writing Dialogue in Stories,Editing Dialogue, ClassroomPractice 44

Lesson 9 . . . . . . . . . . . . . . . . p. 149Oral Review Questions,Classroom Practice 45

Lesson 10 . . . . . . . . . . . . . . . . p. 151Introducing Split Quotes,Classroom Practice 46

Lesson 11 . . . . . . . . . . . . . . . . p. 133Editing Split Quotes, ClassroomPractice 47



Lesson 14 . . . . . . . . . . . . . . . . p. 163Introducing Direct and IndirectQuotations, Classroom Practice 50




Chapter 7Lesson 1 . . . . . . . . . . . . . . . . . p. 173Pronoun Cases (Subjective Case,Objective Case, PossessiveCase), Classroom Practice 54

Lesson 2 . . . . . . . . . . . . . . . . . p. 179Cases for Compound Pronouns,Classroom Practice 55

Lesson 3. . . . . . . . . . . . . . . . . p. 183Pronouns and Their Antecedents,Classroom Practice 56

Lesson 4. . . . . . . . . . . . . . . . . p. 187Oral Review Questions,Classroom Practice 57



Chapter 8Lesson 1 . . . . . . . . . . . . . . . . . p. 193Double Negatives, ClassroomPractice 60


Lesson 3 . . . . . . . . . . . . . . . . p. 199Degrees of Comparison ofAjectives and Adverbs,Comparison Activities,Classroom Practice 62



Lesson 6 . . . . . . . . . . . . . . . . p. 209Contractions, ClassroomPractice 65


Lesson 8. . . . . . . . . . . . . . . . . p. 215Making Regular and IrregularNouns Plural, ClassroomPractice 67



Lesson 11. . . . . . . . . . . . . . . . p. 223Classroom Practice 70

Lesson 12 . . . . . . . . . . . . . . . p. 225Classroom Practice 71

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