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GrammarPractice Book

Grade 6

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© Harcourt • Grade 6

Grammar Practice Book

ContentsTHEME 1

Lesson 1 Sentences ............................................................................. 1

Lesson 2 Subjects and Predicates ........................................................ 5

Lesson 3 Compound Subjects and Predicates ...................................... 9

Lesson 4 Simple and Compound Sentences ...................................... 13

Lesson 5 Review ............................................................................... 17

THEME 2

Lesson 6 Prepositional Phrases .......................................................... 19

Lesson 7 Clauses and Phrases; Complex Sentences ........................... 23

Lesson 8 Compound-Complex Sentences ......................................... 27

Lesson 9 Common and Proper Nouns ............................................... 31

Lesson 10 Review ............................................................................... 35

THEME 3

Lesson 11 Singular and Plural Nouns .................................................. 37

Lesson 12 Possessive Nouns ................................................................ 41

Lesson 13 Subjective and Objective Case Pronouns; Antecedents ....... 45

Lesson 14 Possessive and Reflexive Case Pronouns;

Indefinite Pronouns ............................................................ 49

Lesson 15 Review ............................................................................... 53

THEME 4

Lesson 16 Adjectives ........................................................................... 55

Lesson 17 Main and Helping Verbs ..................................................... 59

Lesson 18 Action and Linking Verbs .................................................... 63

Lesson 19 Verbs: Simple Tenses; Present Tense .................................... 67

Lesson 20 Review ............................................................................... 71

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Grammar Practice Book

ContentsTHEME 5

Lesson 21 Verbs: Simple Tenses; Past and Future ................................. 73

Lesson 22 Principal Parts of Verbs ........................................................ 77

Lesson 23 Regular and Irregular Verbs ................................................. 81

Lesson 24 Verbs: Perfect Tenses ........................................................... 85

Lesson 25 Review ............................................................................... 89

THEME 6

Lesson 26 Verbs: Progressive Forms .................................................... 91

Lesson 27 Contractions ...................................................................... 95

Lesson 28 Adverbs .............................................................................. 99

Lesson 29 Punctuation: Quotation Marks and Colons ....................... 103

Lesson 30 Review ............................................................................. 107

Index .................................................................................................. 109

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Name Sentences

Lesson 1Label each sentence as declarative, interrogative, imperative, or exclamatory.

1. Good comedians are comfortable in front of an audience.

2. I like jokes about pets.

3. What is your favorite joke?

4. Tell me a knock-knock joke.

5. That is a really silly story!

6. Can you listen to my comedy routine?

7. Sure, I would love to!

8. Suzanne, listen to Miguel’s new joke.

9. How do you think of a punch line?

10. My sides hurt from laughing.

Rewrite each sentence by using correct punctuation and capitalization. Then identify the type of sentence.

11. why did the chicken cross the road

12. that’s an old joke

13. look the audience members in the eye

14. how do comedians learn to tell jokes

15. that joke is so funny

1 Grammar Practice Book

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Name Sentences

Lesson 1Underline each interjection.

1. Wow! Your family drove from San Diego to the Grand Canyon!

2. Gee, people drive too fast!

3. You traveled almost 550 miles? Wow!

4. Boy, how long did it take?

5. Look, there’s the hotel! Hurray!

6. Yes, the hotel has a pool.

7. You hiked to the bottom of the Grand Canyon? Terrific!

8. Whoa! Turn left at the second traffic light.

9. Hey, what time do you leave?

10. Gosh, it is hot!

Rewrite each sentence, adding an interjection.

11. I have a blister.

12. It is a long way to the bottom.

13. The walk back is uphill.

14. Slow down.

15. I dropped your sandwich.



Name

Lesson 1

(1) The Sears Tower is one of the tallest buildings in the world

(2) the glass-and-steel giant stands more than 110 stories high.

(3) Designed for Sears, Roebuck, and Company in 1969. (4) What

was innovative about this project? (5) The engineer, Fazlur R. Kahn,

invented a way to use less steel. (6) One historian said, “Kahn changed

high-rise architecture”.

1. Sentence 1 should end with which punctuation mark?A a question markB a periodC a commaD an end quotation mark

2. Which word in Sentence 2 should be capitalized?A the B glassC giantD stories

3. Which type of sentence is Sentence 4?A declarativeB imperativeC exclamatoryD interrogative

4. Which is a fragment?A Sentence 3B Sentence 4C Sentence 5 D Sentence 6

5. Which punctuation mark in Sentence 6 is in the wrong place? A the commaB the first quotation markC the second quotation mark D correct as is

6. Which type of sentence is Sentence 5?A declarativeB imperativeC exclamatory D interrogative

Read this part of a student’s rough draft. Then answer the questions that follow.

Grammar–WritingConnection


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Name Sentences

Lesson 1Add words to the following to make complete sentences. Use correct punctuation and capitalization. Then identify the type of sentence.

1. world’s largest catsup bottle in Illinois

2. stand Mayor’s statue

3. the model of the planet Saturn

4. America’s Leaning Tower

5. my favorite stop Metropolis, Illinois

Rewrite each sentence with correct punctuation and capitalization. Underline the interjections.

6. there is a lot of traffic ahead

7. we are not on the right road

8. hey, settle down in the back seat

9. do you have your seat belt fastened

10. Wow, the view is beautiful



Name Subjects andPredicates

Lesson 2Underline the complete subject and circle the simple subject in each sentence.

1. My favorite grandmother makes Dominican rice.

2. The grocery on the corner sells plantains.

3. A good friend likes chicken curry.

4. The national dish is stew.

5. The whole family eats lunch together.

6. A hungry cousin has two servings.

7. The delicious empanadas are stuffed with beef.

8. My older brother is a great cook.

9. Family meals are always fun.

Underline the complete predicate and circle the simple predicate of each sentence.

10. Two countries share the island of Hispaniola.

11. The landscape consists of mountain ranges, valleys, and plains.

12. Many people grow coffee.

13. Lake Enriquillo lies 150 feet below sea level.

14. The island produces sugarcane, livestock, and cotton.

15. Tourists explore the island.

16. The highest point is the peak of Mount La Selle.

17. Farmers clear forests.

18. Hurricanes cause serious damage.

Write five sentences about your favorite foods. In each sentence, underline the complete subject once and the complete predicate twice. Then circle the simple subjects and the simple predicates.




Lesson 2Add a complete subject to each predicate to make a sentence. Then circle the simple subject.

1. serves plantains

2. brings shrimp

3. likes stew

4. boils the gingerroot with cinnamon

5. grows papaya

Add a complete predicate to each subject to make a sentence. Then circle the simple predicate.

6. My mother

7. My favorite meal

8. The outdoor market

9. The old bus

10. Juan’s older brother



Name

Lesson 2

(1) Majestic humpback whales live along ocean coasts. (2) Their

physical features include long narrow flippers, and ridges on the throat

and chest. (3) Large knobs cover their head and jaws. (4) They eat very

small ocean animals. (5) Humpback whales make a variety of sounds

for their “songs.” (6) They use moans, cries, groans, and even snores in

their songs.

1. Which is the complete subject of Sentence 1?A Majestic humpback whalesB humpback whales C whalesD live

2. Which is the simple subject of Sentence 2?A TheirB physical C physical featuresD features

3. Which is the complete predicate of Sentence 3?A large knobs B coverC their head and jawsD cover their head and jaws

4. Which is the simple subject of Sentence 4?A They B eatC very smallD animals

5. Which is the simple predicate of Sentence 5?A whalesB makeC varietyD variety of sounds

6. Which is the simple predicate of Sentence 6?A useB moansC criesD groans






Lesson 2Complete each sentence with one of the simple subjects or simple predicates in the box.

1. enjoys swimming in the ocean.

2. The swoop down for food.

3. My little digs a hole in the sand.

4. The waves on the beach.

5. My aunt always an umbrella to the beach.

6. Many forget sunscreen.

7. at the dolphins.

Write complete sentences by adding complete subjects or complete predicates or both.

8. friend Susan

9. read stories

10. have surprise endings

Simple Predicates

Simple Subjects

seagulls people Kim sister

crash takes look



Name Compound

Subjects and Predicates

Lesson 3

Write a paragraph about your favorite invention or inventor. It should include two sentences that have compound subjects and two sentences that have compound predicates.

Underline the compound subject or compound predicate of each sentence. Label the underlined part as compound subject or compound predicate.

1. The mirror of the telescope reflected light and focused an image.

2. Benjamin Franklin, Humphry Davy, and Thomas Edison experimented with

electricity.

3. Karl Jansky developed radio astronomy and detected radio waves from space.

4. James Watt redesigned the steam engine and first used the term “horsepower.”

5. Daniel Gabriel Fahrenheit, Anders Celsius, and Lord Kelvin made discoveries about

temperature.

Add a compound subject or compound predicate to each of the following to make acomplete sentence. Add the number of simple subjects or simple predicates shown in parentheses.

6. took us from place to place. (3)

7. The helicopter . (2)

8. boarded the airplane. (3)

9. The flight attendants . (2)

10. The pilot . (2)



Name Compound


Lesson 3Combine each group of sentences to make one sentence with a compound subject.

1. A small copy of a train is a model. A small copy of an airplane is a model. A small copy of a car is a model.

2. Architects make models. Engineers make models. Hobbyists make models.

3. Collectors build model railroads. Hobbyists build model railroads. Families build model railroads.

4. The carpentry is under the scenery. The wiring is under the scenery.

5. Basements are good places to build model railroads. Garages are good places to build model railroads.

Combine each group of sentences to make one sentence with a compound predicate.

6. A hot-air balloon rises. A hot-air balloon drifts.

7. It defies gravity. It floats above the trees.

8. The heated air expands. The heated air weighs less than cool air.

9. Blow up a toy balloon. Then decorate the toy balloon.

10. A hair dryer heats the air. A hair dryer causes the balloon to expand.



Name

Lesson 3

Trains and railroad tracks crisscross throughout this country.

(2) Locomotives provide power for trains. (3) They pull several attached

railroad cars. (4) Steam diesel and electricity have all been used to power

trains. (5) Passenger trains and freight haulers mostly use railroad tracks

originally laid more than 100 years ago. (6) Modern-day commuters,

though, may use an electric rail system or may drive their own vehicles.

1. Which statement describes Sentence 1?A It has two simple predicates.B It has three simple predicates.C It has two simple subjects.D It has three simple subjects.

2. Which two sentences can be combined into one sentence with a compound predicate?A Sentences 1 and 2 B Sentences 2 and 3C Sentences 3 and 4D Sentences 4 and 5

3. Which of the following has a compound subject?A Sentence 2B Sentence 3C Sentence 5D Sentence 6

4. How many simple subjects does Sentence 4 have?A twoB three C fourD five

5. Which sentence is missing two commas?A Sentence 2B Sentence 3C Sentence 4D Sentence 5

6. Which statement describes Sentence 6?A It has two simple predicates.B It has three simple predicates.C It has two simple subjects.D It has three simple subjects.





Name Compound


Lesson 3Underline the compound subject or compound predicate. Then circle the conjunction.

1. Airplanes and ships carry passengers over long distances.

2. John rides his bicycle or walks to school.

3. The driver fastens her seat belt, checks her mirrors, and starts the car.

4. Buses, trucks, and cars filled the parking lot.

Combine each pair of sentences to make one sentence with a compound subject or a compound predicate.

5. My sister wants a new bicycle. I want a new bicycle.

6. A bicycle has two wheels. A bicycle is steered with handlebars.

7. Adults enjoy riding bicycles. Children enjoy riding bicycles.

8. Ten-speed bikes have multiple gears. Twelve-speed bikes have multiple gears.

9. Three-speed bikes are heavy. Three-speed bikes do not go very fast.

10. Michael has a BMX bike. Keyshawn has a BMX bike.



Name Simple andCompoundSentences

Lesson 4Label each sentence as simple or compound.

1. Track and field includes many challenging, exciting events.

2. Men and women compete, but men do not compete against women.

3. Runners have endurance, and they run fast.

4. The crossbar of the high jump is four meters long.

5. The long jump is also called the broad jump.

6. The decathlon includes ten different events, and the person who has the highest

overall score wins.

Rewrite each run-on sentence, adding a comma and a coordinating conjunction.

7. Jesse Owens won four gold medals he became a role model for young athletes.

8. Jackie Joyner-Kersee is a great female athlete she has won many championships.

9. Carl Lewis was an outstanding athlete in high school he went on to win nine Olympic gold medals.

10. Florence Griffith Joyner won an Olympic gold medal her fans also liked her style.




Lesson 4To complete each compound sentence, fill in the blank either with a comma and a coordinating conjunction or with a semicolon.

1. Gwendolyn Brooks was a poet she wrote about everyday life.

2. A newspaper printed her poems a book of her work was published.

3. Her poems were interesting they showed how families solved problems.

4. Brooks taught poetry at one college she taught writing at many others.

5. Brooks wanted young people to read poetry she taught young people.

Rewrite each pair of simple sentences as one compound sentence. Use either a comma and a coordinating conjunction or a semicolon.

6. Many African Americans moved north. Historians call this “the Great Migration.”

7. African Americans left rural areas and jobs in farming. They moved to urban areas and jobs in factories.

8. Few people moved during the Great Depression. More moved after World War II.

9. People heard about jobs in the North. Jobs were hard to get.

10. A Chicago newspaper encouraged people to move north. It printed advertisements.



Name

Lesson 4

(1) The state of Tennessee has three regions each one is represented by a star

on the state flag. (2) East Tennessee has the Great Smoky Mountains, and Middle

Tennessee has rolling farmland. (3) Nashville lies on the Cumberland River, and it has

an area of 497 square miles. (4) Memphis is located in West Tennessee. (5) Memphis is

the largest city in the state. (6) Nashville is the capital.

1. Which of the following sentences is a run-on?A Sentence 1 B Sentence 2C Sentence 3D Sentence 5

2. Which is the coordinating conjunction in Sentence 2?A hasB but C andD rolling

3. Which of the following is a simple sentence?A Sentence 1B Sentence 2C Sentence 3 D Sentence 4

4. Which of the following is a compound sentence?A Sentence 3B Sentence 4C Sentence 5 D Sentence 6

5. Which of the following could be combined to make a compound sentence?A Sentences 1 and 2B Sentences 2 and 3C Sentences 3 and 4D Sentences 4 and 5

6. Which is the correct way to combine Sentences 5 and 6?A ,B , butC orD ; or






Lesson 4Rewrite each sentence with a correct coordinating conjunction.

1. Mary McLeod Bethune was born in South Carolina she later moved to Florida.

2. Bethune went to college she had to work, too.

3. She worked as a teacher she traveled throughout the South.

4. Bethune was president of a college she was active in politics.

5. Bethune was a community leader, she advised Presidents.

Rewrite each compound sentence to make two simple sentences.

6. The U.S. Supreme Court made segregation illegal in 1954; the court case was Brown v. Board of Education.

7. The bus boycott was a success, and Rosa Parks had sparked it.

8. Many people joined the protest, and the boycott lasted from 1955 to 1956.



Name

Lesson 5

(1) Who inspired the talk shows of today? (2) Phil Donahue inspired them

(3) He heard his voice on a college radio station. (4) He was instantly hooked on

radio. (5) Later he worked in radio as an announcer, news director, and morning

newscaster. (6) A TV talk show hired him as the host in 1967.

1. Which type of sentence is Sentence 1?A declarativeB imperativeC exclamatoryD interrogative

2. Which sentence is missing an end mark?A Sentence 1B Sentence 2C Sentence 3D Sentence 4

3. Which type of sentence is Sentence 4? A declarativeB imperativeC exclamatoryD interrogative

4. Which is the complete subject of Sentence 6?A A TV talk showB A TVC talk showD show

5. Which is the simple predicate of Sentence 5?A as the hostB as an announcer, news director,

and morning newscasterC worked D worked in radio

6. Which is the complete predicate of Sentence 3?A heard B heard his voiceC heard his voice on a college

radio stationD voice on a college radio station





Name

Lesson 5

(1) Television became a part of Americans’ lives after World War II when the

first large TV audience watched the World Series of 1947. (2) TV producers and script

writers learned what people liked through trial and error. (3) Milton Berle’s Texaco Star Theater was a popular show. (4) Milton Berle’s Texaco Star Theater had many acts. (5)

Today three of the first networks are popular and still operate. (6) Competition for

viewers is more fierce than ever.


1. Which two sentences have the same subject and can be rewritten as one sentence?A Sentences 1 and 2B Sentences 3 and 4 C Sentences 4 and 5D Sentences 5 and 6

2. Which sentence has a compound subject?A Sentence 1B Sentence 2C Sentence 3D Sentence 5

3. Which sentence has a compound predicate?A Sentence 3B Sentence 4C Sentence 5D Sentence 6

4. Which of the following sentences is a run-on?A Sentence 1B Sentence 2C Sentence 3D Sentence 4

5. Which of the following terms best describes Sentence 2?A compoundB simpleC run-onD comma splice

6. Which is the correct way to combine Sentences 5 and 6?A , but B , C , or,D ; with




Name Prepositional Phrases

Lesson 6Circle the preposition and draw a line under the object of the preposition.

1. You play a violin with a bow.

2. A violin bow is made of horsehair.

3. Excellent violins are made by skilled craftspeople.

4. Violinists adjust the bow for a good tone.

5. The violin rests on the player’s shoulder.

Complete each sentence by adding a prepositional phrase. Use the word or words in parentheses ( ) in the phrase.

6. We go (concert)

7. The high school band plays (school)

8. Please do not talk (performance)

9. The trumpet player sits (saxophone player)

10. The musicians warm up (show)

11. We return to our seats (intermission)

12. I take violin lessons (neighbor)

13. Music classes take place (community center)

14. You can practice (room)

15. The violin bow moves (strings)

Write directions that describe how to get from your house to your school. Use one prepositional phrase in each sentence. Hint: include landmarks that you pass before you make important turns.


19


Lesson 6Write each sentence by adding an appropriate preposition.

1. We act drama class.

2. The stage manager works the scenes.

3. We rehearse one last time the performance.

4. The teacher helps the show.

Choose the correct preposition and rewrite each sentence.

5. Julio has a part (in, into) the class play.

6. The new set differs (from, for) the last one.

7. The director chooses (between, among) four students for the lead role.

8. Julio stands (beside, besides) Anna in the opening scene.

9. Anna sits (between, among) Marie and Hector.

10. The teacher tells the students to change (in, into) their costumes.


20

Name

Lesson 6

(1) Many musicals have been brought to Broadway theaters. (2) Some

began as animated musicals made for the movie screen. (3) Because of their

success, several of these musicals have been adapted for the theater. (4) � e

fantastic costumes of the musical I saw last week were designed

Julie Taymor. (5) � e costumes had puppet-like parts with complex .

(6) the musical I saw in May and the one I saw last week, I liked the

one I saw in May better.

1. Which is the prepositional phrase in Sentence 1?A Many musicalsB have beenC to Broadway theatersD Broadway theaters

2. Which are the objects of the prepositions in Sentence 2?A Some, musicalsB animated, screenC animated, musicalsD musicals, screen

3. Which preposition would be BEST in the blank in Sentence 4?A asB byC behindD after

4. Which are the prepositions in Sentence 3?A of, of, forB Because, forC several, forD success, theater

5. Which preposition belongs in the blank in Sentence 6?A ThroughB AmongC BetweenD Beside

6. Which of the following is missing in Sentence 5?A a direct objectB a commaC an object of the prepositionD a preposition


Grammar–Writing Connection


21


Lesson 6Complete each sentence. Then label what you wrote as a prepositional phrase, preposition, or object.

1. Musical theater combines story, song, and dance one stage.

2. The plot a musical is simple.

3. Many musicals end .

4. Musicals are often based books or historical events.

5. Many people enjoy seeing a show with their .

Rewrite each sentence by adding a prepositional phrase. Use the words in parentheses ( ) in the phrase.

6. I listen. (concert)

7. The symphony plays. (fireworks)

8. The city broadcast the symphony. (radio)

9. We stayed. (end)

10. Let’s move. (stage)



Name Clauses and

Phrases; Complex Sentences

Lesson 7Underline the independent clauses once and the dependent clauses twice. Circle the phrases.

1. Our football team is proud because the team is undefeated.

2. After Kareem hurt his ankle, he had to sit on the bench.

3. The crowd cheered as Sean made the winning touchdown.

4. Because tornadoes are near the city , the game was canceled.

5. The quarterback discussed the next plays while the team huddled.

6. Coach Perez called a timeout when the opposing team scored a touchdown.

Underline each subordinating conjunction. Then rewrite each sentence to correct the punctuation.

7. Yvonne liked playing football so much; that she tried out for the high school team.

8. Because Tom caught the ball in the end zone his team scored six points.

9. Although Hector fumbled the ball; the team was ahead six points.

10. When a player made a personal foul the team got a penalty.

11. The team got a point, because Will kicked the ball between the goal posts.

12. When the team scored a goal the fans cheered louder.



Name Clauses and


Lesson 7Rewrite each pair of sentences to make one complex sentence. Use the subordinating conjunction in parentheses ( ).

1. The batter has three strikes. He is out. (when)

2. The batter hit a home run. He ran all the way to home plate. (because)

3. The players on base get ready to run. Their teammate is at bat. (while)

4. The pitcher throws the ball to second base. He notices a player trying to steal a base. (because)

5. The umpire says “safe.” The team remains at bat. (after)

Rewrite each pair of sentences to make a complex sentence. Use a subordinating conjunction and a comma when needed.

6. The batter got to first base. The pitcher threw four bad pitches.

7. Third base is a field position. It is a defensive position.

8. The Bears often score the most runs. They are not the best team in the league.

9. Jenna is the catcher. She squats behind home plate.

10. The catcher catches a foul ball before it hits the ground. The batter is out.



Name

Lesson 7

(1) In most countries, people call the game of soccer football. (2) Since many

countries have football teams, there is much competition leading to the World

Cup. (3) Like the Olympics, the World Cup is held every four years. (4) � e World

Cup is diff erent from the Olympics because all of the best athletes play. (5) � e

World Cup Finals is a four-week tournament in which 32 nations compete.

(6) Football fans worldwide watch the fi nals it is a very popular event.

1. Which BEST describes Sentence 1?A It is a compound sentence.B It is a complex sentence.C It is a simple sentence.D It is a comma splice.

2. Which sentence does NOT have a dependent clause?A Sentence 1 B Sentence 2 C Sentence 4D Sentence 5

3. Which begins Sentence 3?A a dependent clauseB an independent clauseC a phraseD a subordinating conjunction

4. Which BEST describes Sentence 2?A It is a compound sentence.B It is a complex sentence.C It is a simple sentence.D It is a comma splice.

5. Which is the subordinating conjunction in Sentence 4?A becauseB allC fromD different

6. Which subordinating conjunction should be inserted in Sentence 6?A whichB whenC althoughD because





Name Clauses and


Lesson 7Underline each dependent clause and circle each subordinating conjunction.

1. A basketball game starts with a jump ball, when each of two opposing players tries to tap the ball to a teammate.

2. When the home team fouled, we got to shoot free throws.

3. Although Jessica is usually a good shooter, she missed this time.

4. A game, when it is played in the NBA, has 48 minutes of playing time.

5. Because basketball is such a popular sport, it is difficult to get tickets to a game.

Write each pair of sentences as one complex sentence, using a subordinating conjunction. Add commas where needed.

6. Our player was out of bounds. The other team put the ball back in play.

7. The ball went into the basket, and bounced out. We did not score.

8. Kelly is small. She is a very strong player.

9. This is an important game. We will try to play our best.

10. Both teams had the same score. At the end the game went into overtime.



Name Compound-

Complex Sentences

Lesson 8Draw one line under the independent clause and two lines under the dependent clause.

1. Not many people choose to live in Alaska, because the winters are so harsh.

2. Alaska was a territory of the United States until it formally became a state in 1959.

3. Many Alaskans live in Anchorage, where there are a great variety of available jobs.

4. Anchorage has a mild climate that can be pleasant in the spring and summer.

5. The downtown center of Anchorage has wonderful restaurants, which makes the city a nice place to live.

Label each sentence as compound, complex, or compound-complex.

6. The capital of Alaska is Juneau, which is located in the southeastern part of the state.

7. Juneau is the state capital, and the Alaska State Museum is there.

8. Because the temperature often fluctuates and there are varying amounts of snow, Juneau has an ever changing climate and conditions can be unpredictable.

9. Until the mid-1800s the natives fished the rich salmon rivers, but then prospectors heard rumors of gold in the mountains around Juneau.

10. Because Juneau is in a rain forest, it gets much more rain than other parts of Alaska, therefore it is not subject to as many forest fires as the rest of the state.



Name Compound-

Complex Sentences

Lesson 8Complete the compound-complex sentences by adding conjunctions and commas where needed.

1. snowmobiles have replaced dogsleds for transport in Alaska,

people still use sleds for racing the sport has become very popular.

2. The driver has six sled dogs on her team Sheba is her favorite

she is the strongest.

3. sled dogs have thick coats, they can survive in cold temperatures

they are well suited to living in Alaska.

4. The Iditarod is a famous dogsled race takes place every year

it stretches more than 1,150 miles.

5. the Iditarod was first proposed in 1973, many believed it could

not be done 22 teams completed the race that year.

6. most competitors are men, women also compete in the Iditarod

in 1985 Libby Riddles was the first woman to win.

Make each sentence into a compound-complex sentence by following the directions in parentheses ( ).

7. Dogsled drivers are called mushers, and they command a great deal of respect,

(Add a dependent clause.)

8. Because mushers spend so much time training their dogs,

(Add two independent clauses.)

9. Although mushers have different strategies for running the race,

(Add two independent clauses.)

10. Some former Iditarod winners have moved to Alaska, and they have opened schools

(Add a dependent clause.)



Name

Lesson 8

(1) If the snowfall slows, tell the musher. (2) She will prepare the dogs.

(3) Th ough more snow is expected, she can make it through, and she’ll

deliver the supplies. (4) We all hope the weather will be better, but we’ve

prepared for the worst. (5) Because the weather here can be unpredictable,

we think it best to exercise caution. (6) When the musher feels confi dent,

we will ask her to leave, and she can begin her journey.

1. Which is true about the underlined words in Sentence 1?A They form a dependent clause.B They are part of a compound

sentence.C They form an independent clause.D They are part of a compound-

complex sentence.

2. How could the student correctly combine Sentences 1 and 2?A If the snowfall slows, tell the

musher, she will prepare the dogs.B If the snowfall slows tell the

musher, and; she will prepare the dogs.

C If the snowfall slows, tell the musher, and she will prepare the dogs.

D If the snowfall slows tell the musher and she, will prepare the dogs.

3. Which change, if any, should be made to Sentence 3?A Delete both commas.B Change the commas to

semicolons.C Delete the word and.D Make no change.

4. Which type of sentence is Sentence 4?A simple sentenceB compound sentenceC complex sentenceD compound-complex sentence

5. The underlined words in Sentence 5 .

A form a dependent clauseB are part of a simple sentenceC form an independent clauseD are part of a compound sentence

6. Which type of sentence is Sentence 6? A simple sentenceB compound sentenceC complex sentenceD compound-complex sentence





Name Compound-

Complex Sentences

Lesson 8Underline the independent clauses, and circle the dependent clauses.

1. When we leave , you can drive, and we will sit in the back seat.

2. We want to see all the sights, if it is okay with you , and then we will head back.

3. Because Alaska is big , we cannot see everything, but let’s see as much as possible.

4. The camera is out of film, but when we find a store , we can buy more.

5. Though we won’t see all the sights , we will enjoy the trip, and we will take photos.

6. If we get lost , we can stop, and then we can ask for directions.

Combine each set of three sentences to write a compound-complex sentence.

7. Temperatures are cold in Alaska. They get warmer in the summer. Many people enjoy Alaska during the summer.

8. It can be difficult to travel in Alaska during the winter. The terrain is icy. Many people visit during other seasons.

9. Many people enjoy living in Alaska. They like the breathtaking sights. They are willing to put up with the long winters.

10. Juneau is difficult to get to. It can only be reached by air or sea. There are no roads to or from the city.



Name Common and Proper Nouns

Lesson 9Underline common nouns once and proper nouns twice.

1. Ringwood Forest provides shelter for many animals.

2. Deer and elk find food near Lake Hiawatha.

3. Bears look for food before the winter comes.

4. Bob Greco is a forest ranger who monitors plants and animals at Chelly Canyon.

5. Hikers explore Bottoms Creek with Julia Chan, the new guide in the park.

Rewrite each sentence by using correct capitalization and abbreviations for the titles of people.

6. mister greene is our guide on the field trip to brandywine creek state park.

7. On the bus ride to the park, our teacher, mistress ramirez, talks about forests.

8. professor galon says we might still see beavers and elk in november.

9. keysha’s father, doctor taylor, is a parent chaperone.

10. What a surprise to see governor williams on a hike with steve baines, our favorite naturalist!

Write a paragraph about a field trip. Use correct capitalization and abbreviations for titles of people.




Lesson 9Match the abbreviation with the noun.

1. inch a. pt.

2. feet b. cm

3. yard c. gal.

4. meter d. Jan.

5. kilometer e. yd.

6. centimeter f. ft.

7. January g. in.

8. pint h. m

9. gallon i. km

10. ounce j. St.

11. gram k. g

12. Thursday l. Thurs.

13. Street m. oz.

In each sentence, find the word or words that can be abbreviated. Write the abbreviations.

14. The state science fair is on February 16.

15. The address of the fair is 1000 Lincoln Avenue, San Francisco, California.

16. The form said students must set up their exhibits on Friday.

17. Each student gets a table that is 36 inches long and 12 inches wide.

18. The table can hold 25 pounds.



Name

Lesson 9

(1) I went camping with my family at Jedediah Smith Redwood State Park last

Summer. (2) We left on August 6. (3) � e park was about 200 mi. northwest of our

house. (4) It took us more than four hours to get there. (5) We camped at Bald Hills

mountain, west of south Fork Road. (6) At the campsite, Mr. Hernandez gave us a

map of the park and a list of activities.

1. Which word in Sentence 1 should be lowercase?A RedwoodB StateC ParkD Summer

2. Which is the correct abbreviation for the underlined word in Sentence 2?A Agst.B Aug.C AGD Au.

3. Which should replace the abbreviation mi. in Sentence 3?A milesB milligramsC millilitersD minutes

4. Which word could be abbreviated in Sentence 4?A fourB hoursC getD there

5. Which two words should be capitalized in Sentence 5?A camped, mountainB mountain, westC mountain, southD west, south

6. How many nouns are in Sentence 6?A threeB fourC fiveD six

Read this part of a student’s rough draft. Then choose the best answer to each question that follows.





Lesson 9Rewrite each sentence. Replace the common noun in parentheses ( ) with a proper noun. Remember to use correct capitalization.

1. (Name of city) is the capital of (state).

2. The (building) is in (city).

3. The (river) flows through (place).

4. (country) is part of (continent).

5. (relative) likes to go to (place).

Rewrite the sentences to correct mistakes in capitalization. Write the full words in place of the abbreviations in parentheses ( ).

6. Mr. berkowitz is our science teacher.

7. Every (tues.), we do experiments.

8. During the experiments, we measure liquids in (ml), and we weigh powders in (g).

9. (prof.) jones was a guest teacher on (nov.) 18.

10. (Capt.) Small works at a Laboratory 10 (mi.) south.



Name

Lesson 10

(1) On Friday night the basketball team beat the Pirates and won the state

championship. (2) During the game the crowd cheered wildly. (3) Although

both teams were undefeated this season, the Bulldogs took the lead early

the game. (4) � e league named Manuel Dias the Most Valuable Player

he kept the Bulldogs in the lead. (5) Dias almost did not play on Friday. (6) He

recently hurt his knee.

1. Which preposition should be inserted in Sentence 3?A forB withC inD on

2. Which of the following is the prepositional phrase in Sentence 2?A During the gameB the crowd cheeredC the game the crowdD cheered wildly

3. Sentence 1 begins with which of the following?A a dependent clauseB an independent clauseC a phraseD a subordinating conjunction

4. Which two sentences can be combined with because to make a complex sentence?A Sentences 1 and 3B Sentences 2 and 3C Sentences 3 and 4D Sentences 5 and 6

5. Which is the subordinating conjunction in Sentence 3?A AlthoughB bothC earlyD in

6. Which subordinating conjunction should be inserted in Sentence 4?A whenB becauseC althoughD which

Read this part of a student’s rough draft. Then choose the best answer to each question that follows.




Name

Lesson 10Read this part of a student’s rough draft. Then answer the questions that follow.

(1) Professor Brown will announce a plan to build a new Library. (2) � e

school will call the new library “the learning lab.” (3) Since the Learning Lab

will be twice as big as the Current library, it will have more books and periodicals.

(4) � e Learning Lab will have workspace for quiet group work. (5) Professor

Brown will raise money, and he will ask the whole community for help, because

the school board will not pay for the project.

1. Which of the following is incorrect in Sentence 1?A punctuationB no prepositional phraseC the capitalization of Professor

BrownD the capitalization of Library

2. Which complex and simple sentences could be combined to make a compound-complex sentence?A Sentences 1 and 2B Sentences 2 and 4C Sentences 3 and 4D Sentences 1 and 4

3. Which type of sentence is Sentence 5?A simpleB compoundC compound-complexD complex

4. Which two words should be capitalized in Sentence 2?A new libraryB library, labC learning, labD school, library

5. Which abbreviation could be used in Sentences 1 and 5?A prof.B Prof.C Pr.D Mr.

6. Which word in Sentence 3 should be lowercase?A LearningB LabC SinceD Current




Name Singular andPlural Nouns

Lesson 11List each sentence’s singular noun in the left column and its plural noun in the right column.

Singular Plural

1. The scientists sailed on the ship.

2. The computers were strapped to the table.

3. Long benches lined the deck.

4. Tall waves rose and fell across the ocean.

5. Thick rails provided a place to hold onto.

6. Dolphins swam near the rock.

7. The big bird spread its wings.

8. The radio squawked warnings.

Rewrite the sentence by adding the correct plural form of the noun in parentheses.

9. Loud thunder rattled the big . (box)

10. People grabbed equipment and ran inside the . (cabin)

11. They tried to keep the dry. (battery)

12. Others slid important papers into . (pouch)

Find a short article in a newspaper or magazine. Circle the first ten singular nouns. On another piece of paper, write each singular noun and its correct plural form.




Lesson 11Write the plural form of the noun.

1. woman

2. man

3. child

4. calf

5. foot

6. wolf

7. sheep

8. deer

9. moose

10. trout

Write the plural form of the noun. Then use it to write a sentence of your own.

11. scarf

12. tooth

13. life

14. leaf

15. goose



Name


(1) � e dock was fi lled with people as the captain prepared for the trip.

(2) � e sailors were heading for other countries on their journey across the high

seas. (3) Captain Salazar gave many speech during the long voyage. (4) She told

sailors they would learn about many kinds of animals, such as deer and wolf,

during their travels. (5) She encouraged the sailors to write a story about their

experiences. (6) � en others could learn about distant places.

1. Which word in Sentence 1 is aplural noun?A dockB peopleC captainD trip

2. Which is the correct singular form of the underlined noun in Sentence 2?A countrieB countriC countryD countrey

3. Which is the correct plural form ofthe underlined noun in Sentence 3?A speechB speechsC speechesD speechies

4. Which shows the correct pluralforms of both underlined nouns in Sentence 4?A deer and wolvesB deers and wolfs C deers and wolfD deeries and wolfies

5. Which is the correct plural form ofthe underlined noun in Sentence 5?A storyB storysC storyesD stories

6. How many plural nouns are inSentence 6?A one B twoC threeD four





Lesson 11Write the correct plural form of each underlined noun.

1. We watched movie about animals in a variety of climates.

2. The penguin waddled across the ice.

3. Some slipped and fell into snowy ditch.

4. Spotted deer raced through a forest.

5. Orange butterfly flew across the field.

6. Arctic fox have thick white fur.

7. Huge moose galloped into the distance.

8. Speckled trout swam in the stream.

Write the plural form of the noun. Then use the plural to write a sentence.

9. camera

10. hobby

11. mouse

12. bush



Name PossessiveNouns

Lesson 12Circle the possessive noun in the sentence. Identify the noun as singular or plural.

1. Lao and his family visited the city’s aquarium.

2. The aquarium’s hours are extended on Saturdays.

3. Lao searched for the sea lions’ tank.

4. The family took the visitors’ tour.

5. Lao dashed to the exhibit’s petting pond filled with rays.

6. The black ray’s skin felt smooth and cool.

7. The guides’ advice was to avoid leaning too far over the pond.

8. The family’s visit ended when the aquarium closed.

Rewrite the sentence. Use the plural possessive form of the noun in parentheses ( ).

9. It was the idea to have a picnic in the park. (child)

10. The bags were packed with food and drinks. (person)

11. The blades were carefully wrapped. (knife)

12. In the park, the colors had turned to red and orange. (leaf)




Lesson 12Underline the correct form of the noun in parentheses ( ).Identify the noun as plural or possessive.

1. Jagged (rocks, rock’s) covered the beach.

2. They led to tall (cliff’s, cliffs) in the distance.

3. Maria worried that her (dogs, dog’s) paws might get cut.

4. She hadn’t hiked along this (area’s, areas) trails before.

5. Maria noticed the (signs, sign’s) warning.

6. It advised of strong (current’s, currents) nearby.

7. A large (boat’s, boats) sails billowed far from shore.

8. Hungry (seagulls, seagull’s) swooped down toward the beach.

9. Tiny (crab’s, crabs) walked across the sand.

10. Maria took a few (picture’s, pictures) before heading home.

Write the plural and possessive forms of each noun. Then include each form in a sentence.

11. girl Plural Possessive

Sentence with Plural Noun

Sentence with Possessive Noun

12. horse Plural Possessive

Sentence with Plural Noun

Sentence with Possessive Noun



Name


(1) Lin, her aunt Celia, and her younger brother heard a frightened animal’s

cries near the neighbors’ bushes. (2) Lin took her brothers hand and ran to ask

for a friend’s help. (3) She heard children’s shouts mixed with the creature’s cries.

(4) A couple of boys’ yelled that they could see paws in the bushes. (5) A cat’s paws

were tangled in the branches’ thorns. (6) Lin borrowed her aunt’s cell phone and

dialed Animal Rescue’s phone number.

1. Which word in Sentence 1 is asingular possessive noun?A brotherB animal’sC criesD neighbors’

2. Which is the correct way to write the underlined word in Sentence 2?A brother’B brothers’ C brother’s D Make no change.

3. Which noun in Sentence 3 is a plural possessive noun?A children’sB shoutsC creature’sD cries

4. Which is the correct way to write the underlined noun in Sentence 4?A boyB boysC boy’sD Make no change.

5. Which is the correct way to write Sentence 5?A A cats paw’s were tangled in the

branches thorns.B A cats’ paws were tangled in the

branches’ thorns.C A cat’s paws were tangled in the

branches thorns.D Make no change.

6. Which do you know is true by reading Sentence 6?A The phone belongs to Lin.B Lin has more than one aunt.C Animal Rescue has a cell phone.D Lin’s aunt has a cell phone.





Lesson 12Complete the phrase by writing the correct possessive noun.

1. the swimsuit that belongs to a child: a swimsuit

2. the beach ball that belongs to the girls: the beach ball

3. the towels that a family owns: a towels

4. the lunches that belong to the women: the lunches

5. the basket that belongs to my grandparents: my basket

6. the beaks of two birds: two beaks

7. the fins of a fish: a fins

8. the teeth of the whales: the teeth

9. the pattern of the shell: the pattern

Use the possessive form of the noun to write a sentence.

10. mouse

11. deer

12. goose



Name

Subjective andObjective Case

Pronouns;Antecedents

Lesson 13Circle the pronoun that best replaces the word or wordsin parentheses ( ).

1. (Hakeem and Sue) watched a news report. He, Them, Him, They

2. Reporters explained (the details). them, it, they, she

3. Pictures on the screen showed (the earthquake). it, them, him, us

4. (Hakeem’s mom) walked into the room. She, Us, It, Her

5. Hakeem’s mom asked (Hakeem) to make the television louder. him, he, I, them

6. Hakeem turned up the volume for (Hakeem’s mom). I, her, it, she

7. (The reporter) gave new information. They, Him, He, We

8. “Could you find paper for (Sue and Hakeem) to write about the earthquake?”Hakeem asked. we, our, us, she

Write a sentence that includes the pronoun shown. Then write subject pronoun or object pronoun to identify how each is used in the sentence.

9. you

10. me

11. we

12. him



Name



Lesson 13Circle the antecedent of the underlined pronoun.

1. After Oscar was dropped off at camp, he took his suitcase to the cabin.

2. The camp owner came into the room. She invited everyone to a cookout.

3. A counselor visited the campers. He said they should unpack.

4. A dog barked in the distance. It was the camp mascot.

5. As the campers headed into the woods, they saw a diving platform.

6. When the campers went closer, the counselors met them.

7. Oscar saw a sparkling lake. He planned to swim in it the next day.

8. The nearby boathouse had rows of swim fins. The campers slipped into them.

9. The sun blazed hot, but it was soon covered by storm clouds.

10. The counselors were careful, so they told campers to get out of the water.

11. Soon, the weather cleared, and it stayed clear for the rest of the day.

Write the correct pronoun to replace the underlined word or words. Then circle singular or plural and masculine, feminine, or neuter to describe the pronoun.

12. A fir tree grew near the lake. stood more than fifty feet tall.

singular or plural masculine, feminine, or neuter

13. Jack and Andrea were ready to swim, and raced to the lake.


14. While Andrea waited for a turn to dive, talked to a friend.


15. Jack was startled when saw a deer near the lake.




Name


(1) Ben grabbed his backpack, and he took the camera out of it. (2) “Will you

take a picture of me and Dana?” his sister asked. (3) “Me and you both know that my

assignment is to take pictures of trees,” Ben said. (4) “But I’ll take a picture of the two

of you. (5) I will also give you and Dana a peek at the photos before giving them to my

teacher. (6) When he hands them back to me, you can both see his comments.”

1. Which word in Sentence 1 is an object pronoun?A hisB heC cameraD it

2. Which is the correct way to revise the underlined words in Sentence 2?A Dana and IB I and DanaC Dana and meD Make no change.

3. Which is the correct way to revise the underlined words in Sentence 3?A You and meB I and youC You and ID Us

4. Which of these describes the underlined pronoun in Sentence 4?A singular subject pronounB plural subject pronounC singular object pronounD plural object pronoun

5. Which of these is a subject pronoun in Sentence 5?A IB youC DanaD them

6. Which word in Sentence 5 is the antecedent of the pronoun he in Sentence 6?A IB DanaC photosD teacher




Name



Lesson 13Write the correct pronoun to replace the underlinedword or words.

1. Omar and his classmates arrived for a beach clean-up.

2. The teacher asked the students to work in pairs.

3. Ms. Kwan told the students to ask Mr. Johnson for trash bags.

4. Omar spied an old shoe, and he put the shoe in a trash bag.

5. Then Omar noticed unusual shells near Ms. Kwan.

6. Ms. Kwan was interested in discussing the shells with Omar.

Rewrite the sentences. Replace the incorrect pronouns with correct pronouns.

7. Michael planted trees, so him could help Uncle Luke.

8. “You and me will make a good team,” Uncle Luke said.

9. Ann came by, and her helped with the planting.

10. “Thanks for helping me and Michael,” Uncle Luke said.



Name

Possessiveand Refl exive

Case Pronouns;Indefi nite Pronouns

Lesson 14Write the appropriate possessive pronoun to completethe sentence.

1. The shovel that belongs to Ana is shovel.

The shovel is .

2. The snow plow that belongs to you and me is snow plow.

The snow plow is .

3. Paul’s snowshoes are snowshoes.

The snowshoes are .

4. The scarves that belong to you and Eman are scarves.

The scarves are .

5. The coats that belong to him and her are coats.

The coats are .

6. The hat that belongs to me is hat.

The hat is .

7. The snowman that you build is snowman.

The snowman is .

Circle the correct pronoun to complete the sentence.

8. Juan bought (himself, themselves) a new pair of skates.

9. Juan and I walked to the rink by (yourself, ourselves).

10. Elana and David taught (herself, themselves) to skate.



Name



Lesson 14Circle the indefinite pronoun in the sentence.

1. None of the early Inuit led an easy life.

2. Everything that they accomplished required great effort.

3. All of the Inuit followed a nomadic existence.

4. During the 1950s, many of the Inuit moved to Baker Lake.

5. At Baker Lake, everybody found a new home.

6. Anyone could see that the Inuit life remained difficult.

7. Someone once began to use the term Eskimo to name the Inuit.

8. Now everyone should refer to this culture as Inuit.

Use the indefinite pronoun in a sentence.

9. anybody

10. everyone

11. none

12. somebody

13. most

14. some

15. all



Name


(1) Th e coach smiled as she said, “I am posting your positions for the new ice

hockey team.” (2) Th en she said, “I’m proud this team is mine!” (3) Everyone gathered

around the coach’s list, and she stepped out of their way. (4) “Our team will have

best season ever!” the coach exclaimed. (5) Th e players cheered, and then

they went to buy a team dinner. (6) Th e coach said that she was glad the

players looked forward to playing in their new positions.

1. Which word in Sentence 1 is apossessive pronoun?A sheB IC yourD am

2. Which is another correct way to write Sentence 2?A Then she said, “I’m proud this is

my team.”B Then she said, “I’m proud this is

their team.”C Then she said, “I’m proud this

team is his and hers.”D Then she said, “I’m proud this

team is yours.”

3. Which word in Sentence 3 is an indefinite pronoun?A everyoneB coach’sC sheD their

4. Which word is best in the blank inSentence 4?A thereB its C theirsD his

5. Which word is best in the blank inSentence 5?A herselfB himselfC themselvesD ourselves

6. Which is the best way to reviseSentence 6?A Change she to her.B Change the players to them.C Change their to its.D Make no change.




Name



Lesson 14Circle the appropriate possessive pronoun to completeeach sentence.

1. Next week, (theirs, our, mine, hers) school will celebrate Earth Day.

2. Has (yours, your, their, our) ever celebrated it?

3. Students at (mine, yours, ours, my) school have done research for months.

4. The students are ready to present (yours, mine, their, hers) projects.

5. Because Jan’s presentation is more fragile than Bob’s, she displays (its, hers, our, my) very carefully.

6. Unlike ours, Ana and Bob’s project is about forests, and (your, theirs, its, her) may win a blue ribbon.

7. I hope people like the climate change display, because it’s (my, our, mine, their).

8. Let me know whether (yours, theirs, mine, your) school ever celebrates Earth Day.

Underline the pronoun in each sentence. Then write reflexive or indefinite to describe the pronoun.

9. Monday was a day when everyone wanted to sled.

10. None of the neighbors had expected so much snow.

11. Richard carried his sled to the hill himself.

12. The neighbors had been preparing themselves for sledding.

13. Richard heard someone yell, “Luz is going down the hill!”

14. Somebody was filming with a video camera.

15. Watching the video, Luz saw herself sledding.



Name


(1) � e butterfl y fl itted among the bushes in the garden. (2) A monarch sipped

nectar from the garden’s many fl owers. (3) Trouts glistened in the streams as the fi sh

swam around the rocks and lily pads. (4) � e peaceful scene was disturbed when a boy’s

bike slid into his friends’ picnic table. (5) Juan’s friends helped him get his bike out of

the mud. (6) � en they pulled the leaf out of the spokes.

1. Which is the correct plural form of the underlined noun in Sentence 1?A butterflyB butterflysC butterflieD butterflies

2. Which change, if any, should be made to Sentence 2?A Change garden’s to gardens.B Change flowers to flowers’.C Change flowers to flower’s.D Make no change.

3. Which plural noun in Sentence 3 is NOT correct?A TroutsB streamsC fishD pads

4. Which word in Sentence 4 is asingular possessive noun?A sceneB boy’sC bikeD friends’

5. Which is the correct way to write the underlined noun in Sentence 5?A JuansB Juans’C Juane’sD correct as is

6. Which is the correct plural form of the underlined noun in Sentence 6?A leaf’sB leavesC leave’sD leafs




Name


(1) Mia and Ralph wanted to build a birdhouse in their backyard, near the spot

where they liked to have lunch. (2) � ey knew that everyone in town bought building

supplies at Chang’s Hardware. (3) Mia asked her dad for their help in bringing home

the building supplies. (4) “Mom and I can both help you,” Dad told her. (5) “Me and

you together can get the supplies quickly,” Mom said to Dad. (6) Within a few days,

the family had built itself a new birdhouse.

1. Which word in Sentence 1 is apossessive pronoun?A MiaB RalphC theirD they

2. Which word in Sentence 2 is an indefinite pronoun?A TheyB everyoneC Chang’sD Hardware

3. Which pronoun should replace the underlined word in Sentence 3?A yourB ourC hisD Make no change.

4. Which word in Sentence 4 is asubject pronoun?A MomB IC youD her

5. Which change should be made to the underlined words in Sentence 5?A You and IB I and youC You and meD Make no change.

6. Which change should be made in Sentence 6?A Change family to familiesB Change itself to themselves.C Change itself to it’s.D Make no change.




Name Adjectives

Lesson 16Write each adjective in the sentence. Then write the noun described by the adjective(s). Circle the articles.

1. Charles Lindbergh, an American aviator, made history.

2. He attempted a nonstop transatlantic flight.

3. He named his tiny silver airplane Spirit of St. Louis.

4. In 1927, Lindbergh flew this plane to Paris.

5. Lindbergh received an enthusiastic welcome from the Parisians.

6. That trip set records!

7. The famous Spirit of St. Louis was later donated to the Smithsonian.

Write the correct form of the adjective in parentheses ( ).

8. Charles Lindbergh was on his 1927transatlantic flight than he had been before. (lucky)

9. Some say that his flight was the flight ever. (important)

10. The plane was one of the planes people had seen. (small)

11. The Paris arrival was surely one of his experiences. (amazing)

12. It was among the events in aviation history. (great)



Name Adjectives

Lesson 16Write the missing forms of each adjective.

Rewrite each sentence. Use the correct form of the adjective in parentheses ( ).

6. Since I dropped my watch, it looks even (bad) than it did before.

7. Buying a new watch took (much) research than I expected.

8. As a result, this is the (good) watch I have ever owned.

9. It has (many) features than my old watch had.

10. The (bad) watch I ever had did not keep time correctly.

11. Now, I waste (little) time than I did in the past.

12. I have the (much) free time I have ever had.

Positive Comparative Superlative

1. worse

2. many

3. good

4. much

5. least



Name

Lesson 16

(1) A good alarm clock is one of the more important things you can buy.

(2) Without one, you can have some of the worse days of your life. (3) One day

my alarm clock didn’t go off, and I missed the schoolbus. (4) I had to do the much

running I have ever done to avoid being late. (5) days, I use a new

alarm clock. (6) This little change has made a big difference in my entire life.

1. How should the underlined words in Sentence 1 be corrected?A most importantB less importantC much importantD Make no change.

2. Which is the correct form of the adjective in Sentence 2?A most badB more worseC most worseD worst

3. Which word in Sentence 3 is an article?A OneB theC toD my

4. Which is the correct form of the underlined adjective in Sentence 4?A moreB manyC mostD Make no change.

5. Which adjective should fill in the blank in Sentence 5?A ThatB This C These D Those

6. Which change, if any, should be made to Sentence 6?A Change little to littler.B Change my to those.C Change big to bigger.D Make no change.





Name Adjectives

Lesson 16If the underlined adjective is correct, write correct. If not, write the correct adjective.

1. One of Gina’s least favorite activities is making a schedule.

2. She likes to do many creative things than that.

3. Her happier moments of all are spent hammering and sawing.

4. Gina built the longest skate ramp in her neighborhood.

5. She also built the large of all the bookcases in her house.

6. Gina wanted most time to build than she already had.

7. She ended up spending a hour creating a schedule.

8. Following that schedule gave her more time to build.

9. Gina no longer thinks making a schedule is the worse thing to do.

Complete each sentence. Use the correct form of the adjective in parentheses ( ).

10. John was flying on the plane he had ever seen. (big)

11. From high in the sky, the cars looked than ants. (small)

12. Frightened, John decided to be about future travel. (careful)

13. He thought that the way to travelmight be by car. (good)

14. Then John saw one of the sunsets ever. (beautiful)

15. Maybe flying was not the way to travel, after all. (awful)



Name Main andHelping Verbs

Lesson 17

Think about a difficult situation that challenged you. Write three or four sentences to explain how you handled the challenge. Include a main verb and a helping verb in each sentence.

Underline the verb phrase. Circle the main verb.

1. Li had heard about the new student.

2. Others could have learned about him, too.

3. Jin was coming from a small town in China.

4. Li had been waiting for Jin with great excitement.

5. Li had traveled to the United States from China, too.

6. Jin had been living in the same small town.

7. He had sent an e-mail to Li.

8. Jin had spent time with Li’s family.

9. He was bringing gifts from China.

10. Li would guide Jin through school on his first day.

Choose the correct helping verb and rewrite each sentence.

11. The new student (were/was) anxious about the first day.

12. So many eyes (was/were) staring at him.

13. He could (have/has) run from the other students.

14. Instead, he (was/were) focused on meeting them.

15. When he (has/had) talked with them, he felt more relaxed.




Lesson 17Underline the form of to do or to have in each sentence. Then identify each underlined verb as a main verb or a helping verb.

1. Albert Einstein had a career as a physicist.

2. He had begun his most famous work by his young adulthood.

3. By 1908, Einstein had found a university teaching job.

4. Today, many do their best to learn about Einstein’s work.

Write a sentence with the correct form of the verb, using the subject given. Include at least one question among your sentences.

5. Main verb (to have): She

6. Helping verb (to have): She

7. Main verb (to do): We

8. Helping verb (to do): We

9. Main verb (to have): They

10. Helping verb (to have): They

11. Main verb (to do): He

12. Helping verb (to do): He



Name

Lesson 17

(1) My cousin has a peanut allergy, so eating peanut butter can be dangerous

for her. (2) She told me that once a friend had invited her to a birthday party,

and peanut butter sandwiches were the only snacks. (3) What should she say?

(4) She did not know what to do. (5) She is finally said something to her friend.

(6) The friend’s dad said that he would be happy to get her something else to eat.

1. Which is true about the underlined verbs in Sentence 1?A Both are helping verbs.B Has is a helping verb, and can is a

main verb.C Both are main verbs.D Has is a main verb, and can is a

helping verb.

2. Which words in Sentence 2 create a verb phrase?A told meB had invitedC sandwiches were D only snacks

3. Which is true about Sentence 3?A It contains two verb phrases.B It contains no verb phrases.C It contains the verb phrase

should say.D It contains the verb phrase

What should.

4. Which change, if any, should be made to the underlined words in Sentence 4?A do not knowB has known C had not know D Make no change.

5. Which change, if any, should be made to the underlined words in Sentence 5?A finally saidB did finally said C have finally said D Make no change.

6. Which word in Sentence 6 is a helping verb?A saidB wouldC getD eat






Lesson 17Circle each verb. Then identify it as main verb only or helpingverb and main verb.

1. Sports and art have both been important in our school.

2. We take them very seriously.

3. Each student has worked hard in an area of personal interest.

4. Did you see our case of trophies and awards?

Rewrite each sentence, adding a helping verb.

5. Our team challenged another team to a volleyball competition.

6. The new student said he was a good volleyball player.

7. The net stretched across the field.

8. The players take their positions.

9. We played our best.

10. Our school achieved first place in the league.



Name Action andLinking Verbs

Lesson 18Circle the linking verb in each sentence. Then write the predicate nominative or predicate adjective. Use the abbreviations P.N. and P.A. to identify each one.

1. The pictures in our science book are interesting.

2. Our Solar System is the book’s title.

3. The photos throughout the book look fascinating.

4. Each photo shows planets.

5. I feel inspired by the photos.

6. I am a science enthusiast.

7. One day, I will become an astronomer.

Write an object to complete each sentence. Then identify each as a direct object or an indirect object.

8. The astronomer gave a tour of the observatory.

9. Her assistant showed us the in the center of the room.

10. We looked up and saw the above us.

11. “I will send an invitation toour next open house,” the astronomer said.

12. We expressed our and left.




Lesson 18Circle the verb in each sentence. Then write whether it is used as an action verb or a linking verb.

1. The sky on that June night appeared hazy.

2. The moon cast an eerie shadow across the yard.

3. Dan looked up toward the stars.

4. He felt tired that evening.

5. The temperature grew colder and colder.

6. Dan smelled the logs burning in the fireplace.

Write a sentence for each verb. Then write whether you used the verb as an action verb or a linking verb.

7. drew

8. looked

9. seemed

10. showed

11. heard

12. sounded



Name

Lesson 18

(1) Last week, our teacher assigned us a project about the planets. (2) We found

out that Jupiter is the largest planet and that parts of it appear red when viewed

through a telescope. (3) The research we did seemed unending, but it was interesting.

(4) By the project’s due date, we had created a video for our presentation. (5) Giant

Storm was the title. (6) We spent hours on our project, and we felt proud when we

presented it to the class.

1. Which word in Sentence 1 is an indirect object?A weekB ourC usD project

2. Which is true about the underlined verbs in Sentence 2?A Both are action verbs.B Is is an action verb, and appear

is a linking verb.C Both are linking verbs.D Appear is an action verb, and is

is a linking verb.

3. Which identifies the underlined word in Sentence 3?A predicate adjectiveB linking verbC predicate nominativeD indirect object

4. Which word in Sentence 4 is a direct object?A dateB weC videoD presentation

5. Which identifies the underlined word in Sentence 5?A predicate adjectiveB linking verbC predicate nominativeD indirect object

6. Which is true about the underlined verbs in Sentence 6?A Both are action verbs.B Spent is an action verb, and felt

is a linking verb.C Both are linking verbs.D Felt is an action verb, and spent

is a linking verb.






Lesson 18Identify the underlined word in each sentence as direct object or indirect object.

1. My neighbor gives me a book about the solar system.

2. I say that I will return it after I finish reading it.

3. I carefully read each chapter with great interest.

4. I return the book and tell my friend I really like it.

Write a sentence for each verb, using the form identified in parentheses ( ).

5. feels (linking verb)

6. feels (action verb)

7. smells (linking)

8. smells (action)

9. looks (linking)

10. looks (action)



Name Simple Tenses:Present Tense

Lesson 19Circle the correct present-tense form of the verb in parentheses ( ).

1. Many say that Maya Lin (are, is, were) one of our finest architects.

2. She (comes, came, come) from a well-educated family of Chinese Americans.

3. Her most famous monument now (stood, stands, stand) in Washington, D.C.

4. People (visited, visits, visit) the Vietnam Veterans Memorial designed by Lin.

5. Tourists (carries, carry, carried) video equipment to the site.

6. Lin sometimes (discuss, discussed, discusses) the memorial when she speaks.

7. Her presentations (is, were, are) interesting.

Rewrite each sentence. Use the present-tense form of the verb in parentheses ( ).

8. The new restaurant near our home very unusual. (be)

9. It a traditional style with a modern style. (mix)

10. One long window up the entire front of the restaurant. (take)

11. Pictures of huge sandwiches painted on the window. (be)

12. The owner to add new pictures weekly. (try)




Lesson 19Write the correct form of the verb in parentheses ( ).

1. The construction workers their tools on the floor. (sit, set)

2. They down and take a nap. (lay, lie)

3. The job site is far from the city, so they early every morning. (raise, rise)

4. Some workers on a bench and take a break. (sit, set)

5. Later, they steel beams to the second floor. (raise, rise)

6. One worker began to some bricks in a row. (lay, lie)

Use each verb in a sentence of your own.

7. rise

8. lay

9. sit

10. raise

11. lie (meaning to lean or rest)

12. set



Name

Lesson 19

(1) “Please raise your hand before you choose an art book for our free-

reading period,” my teacher say as she sets the books on her desk. (2) “You is

the first students to see the new art books. (3) You has five minutes, beginning

now, to choose a book. (4) After you choose your book, please set down at your

desk and start reading. (5) Lay the book on your desk when it is time for lunch,

and you may return to it later. (6) Please carry the extra books to the shelves.”

1. Which change should be made in Sentence 1?A Change raise to rise.B Change choose to chooses.C Change say to says.D Change sets to sits.

2. Which is the correct form of the underlined verb in Sentence 2?A areB beC wasD correct as is

3. Which is the correct form of the underlined verb in Sentence 3?A hadB haveC havingD correct as is

4. Which change, if any, should be made in Sentence 4?A Change choose to chooses.B Change set to sit.C Change start to starts.D Make no change.

5. Which change, if any, should be made in Sentence 5?A Change Lay to Lie.B Change is to are.C Change return to returns.D Make no change.

6. Which is the correct form of the underlined verb in Sentence 6?A carriedB carriesC carryingD correct as is






Lesson 19If the underlined verb is correct, write correct. If not, write the verb correctly. Use the present tense.

1. We build birdhouses for our science project.

2. They is part of the unit on animal habitats.

3. I makes the floor and walls.

4. My partner hammer the roof on top.

5. She puts the finished product into the car.

Write a sentence that begins with the pronoun given and includes the correct present-tense form of the verb in parentheses ( ).

6. I (go)

7. He (guess)

8. She (design)

9. They (have)

10. We (take)

11. You (run)

12. It (be)



Name


(1) We had waited a week for our journalism teacher to post the newspaper

staff assignments. (2) He had not want to give the assignments without serious

planning. (3) He announced that he was posting the assignments when class

ended. (4) He told us this year’s decisions had been the more difficult ever.

(5) The teacher held up the list and said, “This positions are for next semester.”

(6) He added, “I expect this to be the best staff we have ever had!”

1. Which words in Sentence 1 create a verb phrase?A had waitedB waited a weekC to postD staff assignments

2. Which is the correct way to write the underlined words in Sentence 2?A had not wants to giveB do not wants to giveC did not want to giveD has not wants to gives

3. Which verb in Sentence 3 is a helping verb?A announcedB wasC postingD ended

4. Which is the correct way to write the underlined word in Sentence 4?A manyB muchC mostD correct as is

5. Which is the correct way to write the underlined word in Sentence 5?A ThatB TheseC Them D correct as is

6. Which is the correct way to write the underlined word in Sentence 6?A betterB most goodC most bestD correct as is




Name

Lesson 20

(1) Celia watches as the plane rises high in the sky, and then she sets down on a

bench to roll the newspapers. (2) She gives me a wave before she starts on her paper

route through our neighborhood. (3) She carry the newspapers in a big bag over her

shoulder. (4) Her paper route seems long today. (5) She feels happy when she finishes

the route, but she looks exhausted. (6) Now, she have homework to finish!



1. Which change, if any, should the student make in Sentence 1?A Change watches to watch.B Change rises to raises.C Change sets to sits.D It is correct as it is.

2. Which word in Sentence 2 is an indirect object?A meB sheC herD our

3. Which is the correct present-tense form of the underlined word in Sentence 3?A carryingB carriesC carriedD correct as is

4. Which identifies the underlined word in Sentence 4?A linking verbB predicate adjectiveC helping verbD predicate nominative

5. Which is true about the underlined verbs in Sentence 5?A Both are action verbs.B Feels is an action verb, and looks is

a linking verb.C Both are linking verbs.D Looks is an action verb, and feels

is a linking verb.

6. Which is the correct form of the underlined verb in Sentence 6?A is haveB did havingC hasD correct as is



Name Simple Tenses: Past and Future

Lesson 21

Use the past tense and the future tense to write four sentences about your favorite events in the Olympic Games. Underline the past-tense verbs. Circle the future-tense verbs.

Read the sentence and decide whether the verb should be in the past tense or the future tense. Then write the correct form of the verb in parentheses ( ).

1. Our class a unit on the Olympic Games next week. (start)

2. We will read about the athletes who in the games in ancient Greece. (compete)

3. Tomorrow I how ancient athletes prepared for the games. (research)

4. Athletes of long ago to do their best. (expect)

5. They a great deal of time practicing for the games. (spend)

Match each verb with the rule that tells how to form the past tense. Write the letter (a, b, c, or d ) that identifies the rule. Then write the past-tense form of the verb.

a. Add -ed. c. Double the fi nal consonant, and add -ed.

b. Change y to i, and add -ed. d. Add -d.

6. stop

7. create

8. try

9. jump

10. knot

11. discuss

12. carry




Lesson 21Write the missing verb forms.

Present Past Future

1. wrestled

2. lunge

3. sprained

4. hop

5. worry

6. soothed

Rewrite each sentence. Use the past-tense form of the verb in parentheses ( ).

7. We (wait) for the athletes to appear.

8. They (scurry) across the ice to take their positions.

9. We (learn) that a player had been hurt.

10. We (applaud) as the game began.

11. The players really (hustle) during the game.

12. Afterward, members of one team (carry) their goalie on their shoulders.



Name

Lesson 21

(1) During the Olympic Games, we like to enjoy baseball, and we watched a

great game last week. (2) “If you think the team played hard in that game,” Phoebe

said, “wait until next week when we my favorite team take the field.” (3) After

the game, the announcer said that one of the best players batted in a record number of

runners. (4) Before that happened, something startling will occur. (5) A fan toss a ball

onto the field during a play. (6) Officials show up to eject the fan.


1. Which word in Sentence 1 is a present-tense form of a verb?A likeB GamesC watchedD visited

2. Which verb BEST completes Sentence 2?A sawB seenC will seeD sees

3. Which sentence has two past-tense verbs?A Sentence 2B Sentence 3C Sentence 5D Sentence 6

4. How should the student revise Sentence 4?A Change happened to happen.B Change will occur to occur.C Change happened to will happen.D Change will occur to occurred.

5. Which is the correct form of the underlined verb in Sentence 5?A tossingB tossesC tossedD correct as is

6. Which is the correct form of the underlined verb in Sentence 6?A showsB showedC will showD showing





Lesson 21If the underlined verb and its tense are correct in the sentence, write correct. If they are not, write the correct verb form.

1. Tomorrow, we worked on our volleyball skills again.

2. We play to improve our volleyball skills last week.

3. Last Friday, the coach complimented the way we will pass the ball.

4. Yesterday afternoon, we will practice for two hours.

5. Last night, we talked about the new season.

6. At the meeting last night, the coach hurry to discuss everything.

7. Next year, we competed at a higher regional level.

Use the pronoun and the past-tense form of the verb to write a sentence. Underline the correct past-tense form of the verb in your sentence.

8. She; train

9. They; identify

10. We; jog



Name Principal Partsof Verbs

Lesson 22

Use the present and past participle parts of the verb play to write four sentences about your favorite game. Underline the present participle forms, and circle the past participle forms.

Circle the participle in each sentence. Then tell whether itis a present or a past participle.

1. The farmers are drilling for a well.

2. They had not dug far.

3. One of the farmers is shouting about a discovery.

4. The scientist had asked the farmers about the site.

5. The people had excavated the ground.

6. Many clay figures are standing in formation.

Write the present participle and past participle of each verb.

Verb Present Participle Past Participle

7. dare

8. cry

9. select

10. gaze

11. grab

12. shout

13. help

14. disturb

15. qualify




Lesson 22Write the missing verb parts.

Infinitive Present Participle Past Past Participle

1. to jump

2. skating

3. to tumble

4. dashing dashed

5. to prepare

6. starting started

7. to carry

8. to splash

Rewrite each sentence. Use the verb and the principal part in parentheses ( ).

9. The emperor workers to build a clay army. (order, past participle)

10. The craftworkers each figure.(paint, present participle)

11. They the army with the emperor when he died.(bury, past participle)

12. Many visitors to see this amazing sight.(come, present participle)



Name

Lesson 22

(1) My friend is telling me about the museum exhibit her family

had wanted to see last year. (2) They had planned to see the special

exhibition on ancient China. (3) “Something unexpected is interrupting our

plans,” my friend’s mom said. (4) “I’m having a hard time getting the car

to start.” (5) “We to the museum, aren’t we?” my friend had asked.

(6) Her mom had pop open the hood to find a family of squirrels nesting near

the engine.


1. Which correctly identifies the underlined word in Sentence 1?A infinitiveB present participleC pastD past participle

2. Which change, if any, should be made to Sentence 2?A Change planned to planning.B Change had to is.C Change planned to plan.D Make no change.

3. Which correctly identifies the underlined word in Sentence 3?A infinitiveB present participleC past-tense verbD past participle

4. Which correctly identifies the underlined words in Sentence 4?A infinitiveB present participleC past-tense verbD past participle

5. Which verb could complete Sentence 5?A had goneB are goingC goneD is going

6. Which change, if any, should be made to Sentence 6?A Change pop to popping.B Change pop to popped.C Change had to is.D Make no change.





Lesson 22Circle the correct form of the verb in parentheses ( ).

1. Athletes (had competed, are competing) in chariots long ago.

2. Chariots (are rolling, had rolled) around the track during the earliest Olympic Games.

3. Horses (had pulled, are pulling) them during those races many years ago.

4. Today, we (are watching, had watched) a film about chariot races.

5. Right now, the teacher (is looking, has looked) forward to teaching more information about chariots.

Write the present participle and the past participle of each verb. Then write a sentence that includes the specified verb part.

6. fade

Sentence with present participle:

7. nod

Sentence with past participle:

8. find

Sentence with past participle:

9. display


10. hope




Name Regular andIrregular Verbs

Lesson 23Rewrite each sentence. Use the verb and the form shownin parentheses ( ).

1. The United States a country that desired independence. (be, past tense)

2. The people members of the Continental Congress. (elect, past participle)

3. They long and hard during the eighteenth century. (worked, past participle)

4. They great passion for their new country. (have, past tense)

5. After their hard work, freedom across the land. (ring, past tense)

Write the past tense and the past participle of each verb.

Verb Past Tense Past Participle

6. think

7. fly

8. freeze

9. shrink

10. do

11. shake

12. look




Lesson 23Complete each sentence. Write the correct past-tense form or past participle of the verb in parentheses ( ).

1. Thomas Jefferson the Declaration of Independence. (write)

2. He had many fine manuscripts in the past. (write)

3. After completing the work, he it to the Continental Congress. (give)

4. The Congress the Constitution to the people. (bring)

5. The people had officials to lead the government. (choose)

6. The United States other countries about democracy. (teach)

Use the past tense of each verb to write a sentence of your own. Underline the past tense of the verb in the sentence.

7. go

8. come

9. say

10. find

11. have

12. take



Name

Lesson 23

(1) My sister knowed so much about history. (2) She had study this

subject for many years. (3) She teached me so much, and I were excited to

learn. (4) She had chose to learn about history when she was very young.

(5) She had began attending college right after high school. (6) She sent me

a picture last week, and it showed her surrounded by books in the library.


1. Which change, if any, should be made in Sentence 1?A Change knowed to knows.B Change knowed to knowing.C Change knowed to knew.D Make no change.

2. Which is the correct form of the underlined verb in Sentence 2?A had studiesB had studyingC had studiedD study

3. Which sentence is the correct way to write Sentence 3?A She teached me so much,

and I was excited to learn.B She taught me so much,

and I were excited to learn.C She teached me so much,

and I am excited to learn.D She taught me so much,

and I was excited to learn.

4. Which change should be made in Sentence 4?A Change had to has.B Change chose to chosen.C Change chose to choosed.D Change was to are.

5. Which change, if any, should be made in Sentence 5?A Change began to begun.B Change began to begin.C Change began to beginning.D Make no change.

6. Which sentence has no errors?A Sentence 1B Sentence 4C Sentence 5D Sentence 6





Lesson 23Circle the correct form of the verb. Then write theinfinitive form.

1. Only boys (go, went, gone) to school in the American colonies.

2. The students had (write, written, wrote) the alphabet many times.

3. If a student (speak, spoke, spoken) out of turn, he was punished.

4. They tried not to (come, came, comes) late to school.

Write the stated form of each verb. Then write a sentence with that form.

5. draw past tense:

6. draw past participle:

7. drink past tense:

8. drink past participle:

9. eat past tense:

10. eat past participle:



Name Perfect Tenses

Lesson 24Write present perfect or past perfect to identify the underlined verb phrase.

1. Raj had studied ancient Egypt for many years.

2. A reporter has interviewed him several times.

3. Raj has told the reporter about his new ideas.

4. The two have worked together to write a book.

5. They had discussed the chapters for months before writing.

6. Since it was finished, Raj has felt happy with the book.

Write the missing tenses of each verb. Include the helping verbs.

Verb Present Perfect Past Perfect

7. bite

8. see

9. fly

10. ride

11. hold

12. lose

13. build

14. look

15. read



Name Perfect Tenses

Lesson 24Circle the correct verb phrase to complete each sentence.

1. By next week, we (had spent, will have spent) a month learning about Egypt.

2. Last year, we (will have learned, had learned) about ancient Greece.

3. The teacher (will have taught, has taught) this unit to 300 students by next year.

4. Now she (has asked, had asked) students to help with the class web page.

5. As of next month, I (had read, will have read) three books on Egyptian history.

6. Last year I (will have read, had read) only one book.

Write a sentence, using each verb in the future-perfect tense.

7. go

8. bring

9. had

10. raised

11. build

12. collected



Name

Lesson 24

(1) This month, we have learned about the Great Sphinx. (2) By

the end of the unit, we will researched the building process. (3) The

sixth-grade class had wrote several papers about the Great Sphinx

before last semester ended. (4) Our class has designed a presentation

about the Great Sphinx. (5) At the beginning of the project, the

teacher had suggested that we use visual aids. (6) My partner and I

many hours on the project by the time it is finished.


1. Which is the tense of the underlined verb in Sentence 1?A pastB present perfectC past perfectD future perfect

2. Which change should be made to the underlined verb in Sentence 2?A Change will researched to

researches.B Change will researched to

will have researched.C Change will researched to

has researches. D Change will researched to

will had researched.

3. How should the underlined words in Sentence 3 be written?A will have writtenB had writtenC has wroteD had wrote

4. Which names the tense of the underlined verb in Sentence 4?A presentB present perfectC past perfectD future perfect

5. Which change, if any, should be made to Sentence 5?A Change had to have.B Change suggested to suggest.C Change had to has.D Make no change.

6. Which verb could complete Sentence 6?A has spentB will have spentC had spendD has spent




Name Perfect Tenses

Lesson 24Circle the tense of the verb in each sentence.

1. We will have gone on four field trips by the end of next semester.

present perfect past perfect future perfect

2. We had visited the museum on one field trip last month.


3. Our class has looked for interesting places to go.


4. Earlier, the teacher had suggested a visit to the new exhibit on ancient Egypt.


Write a sentence, using each verb in the tense shown in parentheses ( ).

5. try (present perfect)

6. pay (future perfect)

7. think (past perfect)

8. give (past perfect)

9. provide (present perfect)

10. see (future perfect)



Name

Lesson 25



(1) We had worked for hours last month to build a model sailboat for

competition. (2) We learned of a problem with one of the sails when we first

started. (3) We will fix it before we compete. (4) We are thinking about how

to make the final adjustments. (5) Last week, the organizers of the competition

us all the information we needed. (6) Yesterday, we look at

the plans to keep the model safe on the way to the competition.

1. Which form of the verb is underlined in Sentence 1?A pastB past participleC present participleD infinitive

2. Which change, if any, should be made in Sentence 2?A Change learned to learns.B Change learned to have learned.C Change learned to will have

learned.D Make no change.

3. Which is the tense of the underlined verb in Sentence 3?A future perfect tenseB present tenseC past tenseD future tense

4. Which identifies the underlined verb form in Sentence 4?A present participleB pastC past participleD infinitive

5. Which verb could complete Sentence 5?A have offeredB has offeredC will offerD offered

6. Which change, if any, should be made in Sentence 6?A Change look to will look.B Change look to looked.C Change look to are looking.D Make no change.



Name



(1) Today, my friend has taken a special trip to the lake. (2) When she

comes back, she will have swum farther than any student in our school. (3) She

has break every record in the county! (4) Last month, she

about ways to improve at her sport. (5) She me a full report

on the phone by the time she gets home. (6) I had make up my mind long ago

to find a sport I enjoy as much as my friend enjoys swimming.

1. Which identifies the tense of the underlined verb in Sentence 1?A pastB past perfectC infinitiveD present perfect

2. How should the underlined verb in Sentence 2 be written?A had swumB had swimmedC will have swamD correct as is

3. Which change, if any, should be made in Sentence 3?A Change has break to have breaked.B Change has break to has broken.C Change has break to broken.D Make no change.

4. Which verb could complete Sentence 4?A had thoughtB is thinkingC have thoughtD has thinked

5. Which verb could complete Sentence 5?A will has givenB had gaveC will have givenD give

6. How should the underlined verb in Sentence 6 be written?A have makeB had madeC am makingD correct as is



Name Progressive Forms

Lesson 26Write present progressive or past progressive to identifythe underlined verb phrase.

1. We were studying sizes and shapes of planets.

2. We are researching asteroids.

3. My project partner was working on an asteroid model.

4. I am putting together a map of the asteroid belt.

5. My partner is doing all she can to finish on time.

6. I was looking for clear photos of asteroids.

Write the stated form of each verb to complete the sentence.

7. race (present progressive)

The meteor through the atmosphere.

8. watch (present progressive)

Scientists carefully to observe its path.

9. track (past progressive)

One astronomer the path as early as last week.

10. check (present progressive)

I astronomy websites to find more information.




Lesson 26If the verb phrase is in the future-progressive form, writefuture progressive. If it is not, use the future-progressive formto rewrite the sentence.

1. Ceres is going into the record books as one of the largest asteroids.

2. Researchers were observing Ceres in the solar system.

3. Palas, another asteroid, was traveling in our solar system.

4. You will be classifying each asteroid for your research.

5. Other astronomers are monitoring the work.

6. I will be using a variety of resources to follow the research.

Use the pronoun and the future-progressive form of the verb in parentheses ( ) to write a sentence.

7. (she, view)

8. (we, try)

9. (I, read)

10. (they, tell)



Name Grammar–Writing Connection


(1) Last week, we are planning to fi nish an assignment early for our science

teacher. (2) Yesterday, one of my classmates will be jotting down ideas for a new

article the teacher asked us to write. (3) We were thinking about how to fi nish the

article early. (4) Next week, a classmate created graphics for the article. (5) Our

teacher will be walking into the room when we show her the article. (6) At the end

of the upcoming semester, we submitting it to a magazine.

1. How should the underlined words in Sentence 1 be written?A planB were planningC will be planningD planning

2. Which change should the student make to Sentence 2?A Change Yesterday to Tomorrow.B Change will be jotting to

are jotting.C Change write to wrote.D Change write to are writing.

3. Which describes the underlined words in Sentence 3?A present-progressive formB past-progressive formC future-progressive formD infinitive

4. Which shows the correct way to write Sentence 4?A Last week, a classmate will create

graphics for the article.B Yesterday, a classmate is creating

graphics for the article.C Later, a classmate is created

graphics for the article.D Next week, a classmate will be

creating graphics for the article.

5. Which describes the underlined words in Sentence 5?A present-progressive formB past-progressive formC future-progressive formD infinitive

6. How should the underlined word in Sentence 6 be written?A to submitB were submittingC am submittingD will be submitting




Lesson 26Circle the progressive-verb phrase. If it is correct, writecorrect. If it is not, write the correct progressive-verb phrase.

1. Last month, we will be doing experiments.

2. During the past week, we are starting new experiments.

3. I was writing experiment results last week.

4. The teacher will be giving new information yesterday.

5. We will be finishing the experiments next week.

6. Next year, students were completing new experiments.

Replace each past-tense verb with its past-progressive form, each present-tense verb with its present-progressive form, and each future-tense verb with its future-progressive form.

7. The sunspots (interfered) with radio reception.

8. Scientists (predicted) ongoing problems.

9. They (do) all they can to learn more about sunspots.

10. Next year, the sunspots (will occur) often.

11. Researchers (write) about the effects of sunspots.

12. One day, researchers (will discover) even more.

13. I (hope) to study astronomy in college.

14. I (looked) into the best programs last year.

15. My aunt and I (drove) to visit a nearby college.



Name Contractions

Lesson 27Rewrite each sentence. Replace each contraction with thewords in full.

1. I’m reading a book about the voyage of the Titanic.

2. Remember that we’re seeing the movie next week.

3. You’ll need to finish the book by then.

4. They’re really looking forward to learning about the ship.

Use each word to write a sentence.

5. it’s

6. its

7. your

8. you’re

9. they’re

10. their



Name Contractions

Lesson 27Complete each sentence with the contraction for thewords in parentheses ( ).

1. The motorboat’s engine start. (would not)

2. I able to find its manual. (was not)

3. The others find it either. (could not)

4. “ you the one who had it last?” I asked my friend. (Are not)

5. “I seen it since we started this morning,” she said. (have not)

6. “ you take it home to read last night?” (Did not)

7. “We thinking about that.” (were not)

8. “Well, she know how to fix the engine without it.” (does not)

Write the contraction for the word(s). Then write a sentence that includes the contraction.

9. has not

10. will not

11. cannot

12. is not

13. did not

14. should not

15. had not





(1) Its almost time to leave on the expedition, and I can’t fi nd the maps in

the expedition organizers’ materials. (2) We’ll have to look in they’re trunks.

(3) We will not be able to leave without the maps. (4) I am not going to worry

because I know the maps are here somewhere. (5) I’ve found the maps; we don’t

have to look anymore, so we’re ready to go. (6) We aren’t going to wait another

moment to leave!

1. Which change should be made in Sentence 1?A Change Its to It’s.B Change Its to Its’.C Change can’t to cant.D Change can’t to can’not.

2. Which is the correct way to write the underlined word in Sentence 2?A they areB there C theirD theyre

3. Which is the contraction for the underlined words in Sentence 3?A wo’ntB wontC will’ntD won’t

4. Which is the contraction for the underlined words in Sentence 4?A I’amB Iam’C I’mD Im

5. Which change, if any, should be made in Sentence 5?A Change I’ve to Ive.B Change don’t to do’nt.C Change we’re to were.D Make no change.

6. Which are the full words for the contraction in Sentence 6?A am notB are notC have not D will not



Name Contractions

Lesson 27Write a contraction to correctly complete each sentence.

1. We knew that better hurry if we wanted to be on time.

2. “What will happen if we do not get to the dock before time to sail?” I asked.

3. “ going be on time,” my grandmother said.

4. waving to us from the house.

5. If we call ahead, I think wait for us.

6. right; that is a very good idea.

If the sentence is correct, write correct. If it is not, write the sentence correctly.

7. The Morse code book is your’s.

8. I saw the old Morse code book, and it’s cover was torn.

9. The radio officer said we were the best students of all.

10. I can’not read the author’s name on the cover.

11. There classes in Morse code are excellent.

12. The radio officer won’t be late to class today.



Name Adverbs

Lesson 28Circle the adverb in each sentence. Underline the wordthe adverb modifies. Then write whether the adverb tellshow, when, where, or how often.

1. “We’ll leave soon for the big party,” my dad said.

2. “Watch your baby brother carefully .”

3. “The baby’s favorite toy is outside.”

4. “If you do have problems, call us immediately.”

5. “The party is nearby, and we can come home if necessary.”

Complete the chart with the missing forms of the adverbs.

Positive Comparative Superlative

6. quickly

7. earlier

8. farther

9. best

10. most

11. slowly

12. less

Write three sentences that include adverbs. Circle the adverb(s), and identify whether it is positive, comparative, or superlative.



Name Adverbs

Lesson 28Circle the word that correctly completes each sentence.

1. We don’t have (nothing, anything) ready for the babysitting class.

2. There is scarcely (any, no) time left before we begin.

3. We have (nobody, anybody) here to help us get ready.

4. We’ve never had (any, no) problems like this before.

5. No one (can’t, can) come inside if we’re not ready.

6. The books aren’t (anywhere, nowhere) to be found.

7. Why (doesn’t, does) no one know where the books are?

8. No one would (ever, never) have thought to look in this cabinet!

9. I hope we (will, won’t) never have this problem again.

10. There’s (nothing, anything) she doesn’t know about baby-sitting.

11. She doesn’t want (nobody, anybody) to get confused.

12. They have (ever, never) been to a class like this before.

Correctly rewrite each sentence in two different ways.

13. We haven’t got no time to prepare for the experiment.

14. Why didn’t no one get the test tubes?

15. Isn’t there no one who can help?





(1) I had never had no teacher as extraordinary as Dr. Harris. (2) She performed

the well of all the chemistry teachers. (3) Her students studied seriously in her class.

(4) Dr. Harris didn’t listen to nobody who told her she wouldn’t complete her work.

(5) When she was almost fi nished, she worked harder than ever. (6) She discovered new

things, and she worked quick to write articles about her discoveries.

1. How should Sentence 1 be written?A I never hadn’t had a teacher as

extraordinary as Dr. Harris.B I hadn’t ever had no teacher as

extraordinary as Dr. Harris.C I had never had a teacher as

extraordinary as Dr. Harris.D I hadn’t never had a teacher as

extraordinary as Dr. Harris.

2. Which is the correct way to write the underlined word in Sentence 2?A goodB most goodC betterD best

3. Which identifies the underlined word in Sentence 3?A adverb phrase B positive adverbC comparative adverbD superlative adverb

4. Which change should be made in Sentence 4?A Change didn’t to didn’t not.B Change nobody to anybody.C Change wouldn’t to would.D Change wouldn’t to would not.

5. Which words in Sentence 5 areadverbs?A finished and workedB worked and everC almost and harderD almost and worked

6. How should the underlined word in Sentence 6 be written?A quicklyB quicklierC quickestD most quick



Name Adverbs

Lesson 28Write the word in parentheses ( ) that correctlycompletes the sentence.

1. Visitors couldn’t go outside the viewing area. (nowhere, anywhere)

2. Nobody would believe the things the robots could do. (ever, never)

3. The results hadn’t been reported in newspapers. (no, any)

4. No previous experiment even come close to this. (had, hadn’t)

Use each adverb to write a sentence. Be certain to use the word as an adverb.

5. earliest

6. carefully

7. better

8. farthest

9. faster

10. happily



Name Quotation Marks and Colons

Lesson 29Read each sentence. If no punctuation is missing from the sentence, write correct. If punctuation is missing, write incorrect, and add the correct punctuation.

1. Let’s talk about time travel” said Uma.

2. “Why would we talk about time travel asked her sister.

3. “We’re going on a little trip,” Uma answered.

Rewrite each sentence in the conversation below. Capitalize, add quotation marks, and insert commas where necessary.

4. because you’ve been a good sister Uma said I’ll tell you a secret

5. what’s the secret her sister asked

6. if you promise not to tell anyone Uma answered I’ll explain

7. Uma’s sister said I won’t breathe a word to anyone

8. I have a machine Uma explained and it will take me to another time

9. will you take me with you her sister asked

10. yes said Uma because you and I will be a traveling team




Lesson 29Each sentence or greeting is missing a colon. Write thecolon where it belongs.

1. We’ll learn about these parts of speech adjectives, adverbs, and prepositions.

2. Dear Mr. Juster I think your book is excellent.

3. It can be described with these words clever, entertaining, and educational.

4. Dear Mr. Feiffer Please come to our school on career day.

5. Before drawing a story’s character, do each of the following read the story, talk with the author, and sketch your ideas.

Write five sentences. Each sentence should include a list, and each sentence should include a colon used correctly.

6.

7.

8.

9.

10.





(1) Did you set your clocks forward? I asked. (2) “Yes,” Mara replied, “because I

remembered daylight saving time.” (3) Mara said, “After I changed the clocks, I had to do

these chores make my bed, fi x the window that sticks, and take out the trash.”

(4) I asked what did you do after your chores, Mara? (5) “My aunt and I went to the video

store” Mara replied. (6) “When she and I got back,” Mara said “we watched a video.”

1. Which is the correct way to write Sentence 1?A “Did you set your clocks forward?

I asked.”B “Did you set your clocks forward,”

I asked.C “Did you set your clocks

forward?” I asked.D Did you set your clocks forward?”

I asked.”

2. Which change, if any, should the student make to Sentence 2?A Change because to Because.B Delete the comma after replied.C Delete the comma after Yes.D Make no change.

3. Which punctuation belongs in the blank in Sentence 3?A colonB semicolonC commaD quotation marks

4. Which is the correct way to write Sentence 4?A “I asked what did you do after

your chores, Mara”?B I asked, “What did you do after

your chores, Mara?”C I “asked what did you do after

your chores Mara.”?D I asked “What did you do after

your chores Mara”.

5. Which punctuation is missing from Sentence 5?A colonB semicolonC commaD quotation marks

6. Which change, if any, should the student make to Sentence 6?A Delete the comma after back.B Change we to We.C Add a comma after said.D Delete the quotation marks.




Lesson 29Add the correct punctuation mark where it belongs in each sentence.

1. Grandma said, It’s a long trip, so take several books to read.”

2. “I’ll take the book about the adventures of a boy named Milo, said Lisa.

3. Milo meets the following characters Tock, King Azaz, and the Mathemagician.

Read each sentence. If capitalization and punctuation are used correctly, write correct. If they are not, rewrite the sentence correctly.

4. “Because the words are long said Ms. Jackson, you’ll need to study hard.

5. “These are the subjects we’ll cover: spelling, grammar, and word choice,” she said.

6. Be sure to take plenty of notes during the lecture Dave said.

7. “Terry said if you run out of paper, let me know.”

8. While we’ll try to take breaks Grandma mentioned “We’ll study many long hours.”

9. My brother asked, “Can I borrow your book, Lisa?”

10. I still need to read these chapters: one, five, and seven, said Lisa.





(1) Sulima and Jon were studying deep-sea diving last year. (2) “� eir the best

divers in the class,” the instructor told the coach. (3) � e instructor said, “Next year, I

be checking to see if they are still diving in these waters.” (4) � en the instructor told

Sulima and Jon, “I am looking for divers now to help with the big coral dive. (5) � e

job is yours, if your interested. (6) you please agree to make the dive?”

1. Which change, if any, should be made to the underlined words in Sentence 1?A is studyingB will be studyingC are studyingD Make no change.

2. Which is the correct way to write the underlined word in Sentence 2?A ThereB They’reC Their’D The’yre

3. Which change, if any, should be made to the underlined word in Sentence 3?A I’llB Il’lC I’veD I’m

4. Which describes the underlined verb in Sentence 4?A present-progressive formB past-progressive formC future-progressive formD infinitive

5. Which change should the student make to Sentence 5?A Change yours to you’rs.B Change yours to your’s.C Change your to you’re.D Change your to youre.

6. Which could complete Sentence 6?A WontB Won’tC Wont’D Wo’nt





(1) I had never seen nothing so beautiful as the boat. (2) “Because you have

been interested in sailing for such a long time,” my aunt said, we are going sailing.”

(3) I couldn’t hardly believe my luck! (4) “I am so glad you are happy” my aunt said.

(5) “Before you board, be sure you are carrying the following life jacket,

sunglasses, sunscreen, and your camera.” (6) I got on the boat .

1. Which change, if any, should be made to Sentence 1?A Change never to ever.B Change nothing to anything.C Change had never to hadn’t never. D Change had never to haven’t ever.

2. Which change should the student make to Sentence 2?A Remove the quotation mark

before the word Because.B Remove the comma after the

word time.C Add a quotation mark before the

word we.D Add a comma after the word are.

3. Which is the correct way to write Sentence 3?A I could not hardly believe my luck!B I couldn’t never believe my luck!C I could hardly believe my luck!D I could hardly not believe my luck!

4. Which punctuation mark is missing from Sentence 4?A colonB semicolonC commaD quotation mark

5. Which punctuation mark is missing from Sentence 5?A colonB semicolonC commaD quotation marks

6. Which word or words could complete Sentence 6?A eagerB more eagerC more eagerlyD eagerly





INDEX

AAbbreviations, 31–34, 36Action verbs, 63–66, 72Adjectives, 55–58, 71

comparing with, 55–58, 71Adverbs, 99–102, 108

comparing with, 99, 101–102Antecedents

agreement with pronouns, 46–47Apostrophes

in contractions, 95–98, 107in possessive nouns, 41–44

Articles, 55, 57

CCapitalization

proper nouns, 31, 33–34, 36sentences, 1, 3–4titles, 31, 34

Clausesdependent, 23, 25–30independent, 23, 27–30

Colons, 104–106, 108Commas

complex sentences, 24, 26compound-complex sentences, 28compound sentences, 13–14compound subjects and predicates,

9–11quotations, 103, 105–106, 108

Common nouns, 31–34, 36Comparative adjectives, 55–58, 71Comparative adverbs, 99, 102, 108Complete predicates, 5–8, 17Complete subjects, 5–8, 17Complex sentences, 23–27, 35Compound-complex sentences, 27–30, 36Compound predicates, 9–12, 18

Compound sentences, 13–16, 18, 27, 29Compound subjects, 9–12, 18Conjunctions

in compound-complex sentences, 28coordinating, 13–16, 18subordinating, 23–26, 35

Contractions, 95–98, 107

DDeclarative sentences, 1–4, 17Dependent clauses, 23, 25–30Direct objects, 63, 65–66Do (verb), 60

EEnd marks, 1, 3–4, 17Exclamatory sentences, 1–4, 17

FFeminine pronouns, 46Future perfect verbs, 86–88Future progressive verbs, 92–94Future-tense verbs, 73–76, 89

HHave (verb), 60Helping verbs, 59–62, 71

IImperative sentences, 1–4, 17Indefinite pronouns, 50–52, 54Independent clauses, 23, 27–30Indirect objects, 63, 65–66, 72Infinitives, 78–79, 84Interjections, 2, 4Interrogative sentences, 1–4, 17Irregular verbs, 81–84




INDEX

LLinking verbs, 63–66, 72

MMain and helping verbs, 59–62, 71Masculine pronouns, 46Mechanics

See Capitalization; Commas; End marks; Punctuation

NNegatives, 71, 100–101, 107–108Neuter pronouns, 46Nouns

capitalization of, 31, 33–34, 36common, 31–34, 36possessive, 41–44, 53proper, 31–34, 36singular and plural, 37–40, 42–43, 53See also Abbreviations; Titles

OObjective case pronouns, 45–48Objects

direct, 63, 65–66indirect, 63, 65–66, 72of prepositions, 19, 21–22

PParticiples, 77–84, 89Past participles, 77–84, 89Past perfect verbs, 85, 87–88, 90Past progressive verbs, 91, 93–94Past-tense verbs, 73–76, 81–84, 89Perfect-tense verbs, 85–88, 90Phrases, 23, 25, 35

prepositional, 19–22, 35verb, 59, 61, 71, 85–86, 91–92

Plural nouns, 37–40, 42–43, 53Plural possessive nouns, 41, 43Plural pronouns, 46–47Positive adjectives, 56Positive adverbs, 99, 101Possessive nouns, 41–44, 53Possessive pronouns, 49, 51–52, 54Predicate adjective, 63, 65, 72Predicate nominative, 63, 65Predicates, 5–8

complete, 5–8, 17compound, 9–12, 18simple, 5–8, 17

Prepositional phrases, 19–22, 35Prepositions, 19–22, 35Present participles, 77–80, 89Present perfect verbs, 85, 87–88, 90Present progressive verbs, 91, 93–94, 107Present-tense verbs, 67–70, 72, 74–75Principal parts of verbs, 77–80Progressive forms of verbs, 91–94, 107Pronouns, 45–48

antecedents of, 46–47indefinite, 50–52, 54possessive, 49, 51–52, 54reflexive, 52singular and plural, 46–47subjective and objective, 45–48, 54

Proper nouns, 31–34, 36Punctuation, 103–106

apostrophes in contractions, 95–98, 107apostrophes in possessive nouns, 41–44colons, 104–106, 108end marks, 1, 3–4, 17quotation marks, 3, 103, 105–106, 108semicolons, 14See also Abbreviations; Commas;

Sentences




QQuotation marks, 3, 103, 105–106, 108

RReflexive pronouns, 52Regular verbs, 81–84Run-on sentences, 13, 15, 18

SSemicolons, 14Sentences, 1–4

capitalization of, 1, 3–4complex, 23–27, 35compound, 13–16, 18, 27, 29compound-complex, 27–30, 36run-on, 13, 15, 18simple, 13–16, 18, 25

Sentences, kinds ofdeclarative, 1–4, 17exclamatory, 1–4, 17imperative, 1–4, 17interrogative, 1–4, 17

Simple predicates, 5–8, 17Simple sentences, 13–16, 18, 25Simple subjects, 5–8Simple tenses of verbs, 67–70, 73–76Singular nouns, 37–40Singular possessive nouns, 41, 43, 53Singular pronouns, 46–47Subject-verb agreement, 67–70, 72Subjective case pronouns, 45–48, 54Subjects, 5–8

complete, 5–8, 17compound, 9–12, 18simple, 5–8

Subordinating conjunctions, 23–26, 35

Superlative adjectives, 56Superlative adverbs, 99

TTenses, 67–70, 73–76

future, 73–76, 89past, 73–76, 81–84, 89perfect, 85–88, 90present, 67–70, 72, 74–75

Theme ReviewsTheme 1, 17–18Theme 2, 35–36Theme 3, 53–54Theme 4, 71–72Theme 5, 89–90Theme 6, 107–108

TitlesSee Abbreviations; Punctuation

VVerb phrases, 59, 61, 71, 85–86, 91–92Verbs

action, 63–66do, forms of, 60future-tense, 73–76, 89have, forms of, 60irregular, 81–84linking, 63–66, 72main and helping, 59–62, 71past-tense, 73–76, 81–84, 89perfect-tense, 85–88, 90present-tense, 67–70, 72, 74–75principal parts of, 77–80progressive forms of, 91–94, 107regular, 81–84simple tenses of, 67–70, 73–76See also Subject-verb agreement


GrammarPractice Book

Teacher EditionGrade 6

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ContentsTHEME 1

Lesson 1 Sentences .................................................................................................. 3Lesson 2 Subjects and Predicates .............................................................................. 5Lesson 3 Compound Subjects and Predicates ........................................................... 7Lesson 4 Simple and Compound Sentences ............................................................. 9Lesson 5 Review .................................................................................................... 11

THEME 2

Lesson 6 Prepositional Phrases ................................................................................ 12Lesson 7 Clauses and Phrases; Complex Sentences ................................................. 14Lesson 8 Compound-Complex Sentences .............................................................. 16Lesson 9 Common and Proper Nouns .................................................................... 18Lesson 10 Review .................................................................................................... 20

THEME 3

Lesson 11 Singular and Plural Nouns ........................................................................ 21Lesson 12 Possessive Nouns ..................................................................................... 23Lesson 13 Subjective and Objective Case Pronouns; Antecedents ............................. 25Lesson 14 Possessive and Reflexive Case Pronouns; Indefinite Pronouns ................... 27Lesson 15 Review .................................................................................................... 29

THEME 4

Lesson 16 Adjectives ................................................................................................ 30Lesson 17 Main and Helping Verbs ........................................................................... 32Lesson 18 Action and Linking Verbs ......................................................................... 34Lesson 19 Verbs: Simple Tenses; Present Tense ......................................................... 36Lesson 20 Review .................................................................................................... 38

THEME 5

Lesson 21 Verbs: Simple Tenses; Past and Future ...................................................... 39Lesson 22 Principal Parts of Verbs ............................................................................. 41Lesson 23 Regular and Irregular Verbs ...................................................................... 43Lesson 24 Verbs: Perfect Tenses ................................................................................ 45Lesson 25 Review .................................................................................................... 47

THEME 6

Lesson 26 Verbs: Progressive Forms ......................................................................... 48Lesson 27 Contractions ........................................................................................... 50Lesson 28 Adverbs ................................................................................................... 52Lesson 29 Punctuation: Quotation Marks and Colons ............................................... 54Lesson 30 Review .................................................................................................... 56

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list

en t

o m

y co

med

y ro

utin

e?

7.

Sur

e, I

wou

ld lo

ve t

o!

8.

Suz

anne

, lis

ten

to M

igue

l’s n

ew jo

ke.

9.

How

do

you

thin

k of

a p

unch

line

?

10.

My

side

s hu

rt fr

om la

ughi

ng.

Rew

rite

eac

h s

ente

nce

by

usin

g c

orr

ect

pun

ctua

tio

n a

nd

cap

ital

izat

ion

. Th

en id

enti

fy t

he

typ

e o

f se

nte

nce

.

11.

why

did

the

chi

cken

cro

ss t

he r

oad

12.

tha

t’s a

n ol

d jo

ke

13.

lo

ok t

he a

udie

nce

mem

bers

in t

he e

ye

14.

how

do

com

edia

ns le

arn

to t

ell j

okes

15.

tha

t jo

ke is

so

funn

y

decl

arat

ive

decl

arat

ive

inte

rrog

ativ

e

impe

rativ

e

excl

amat

ory

inte

rrog

ativ

e

excl

amat

ory im

pera

tive

inte

rrog

ativ

e

decl

arat

ive

Why

did

the

chic

ken

cros

s th

e ro

ad?

inte

rrog

ativ

e

That

’s a

n ol

d jo

ke. d

ecla

rativ

e

Look

the

audi

ence

mem

bers

in th

e ey

e. im

pera

tive

How

do

com

edia

ns le

arn

to te

ll jo

kes?

inte

rrog

ativ

e

That

joke

is s

o fu

nny!

exc

lam

ator

y

1G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_001

.indd

19/

9/06

8:51

:02

AM

3 Student Edition p. 1

RXENL08ATE61_GPB.indd 3RXENL08ATE61_GPB.indd 3 10/5/06 1:48:28 PM10/5/06 1:48:28 PM

© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eSe

nte

nce

s

Less

on

1U

nd

erlin

e ea

ch in

terj

ecti

on

.

1.

Wow

! You

r fa

mily

dro

ve fr

om S

an D

iego

to

the

Gra

nd C

anyo

n!

2.

Gee

, peo

ple

driv

e to

o fa

st!

3.

You

tra

vele

d al

mos

t 55

0 m

iles?

Wow

!

4.

Boy

, how

long

did

it t

ake?

5.

Loo

k, t

here

’s t

he h

otel

! Hur

ray!

6.

Yes

, the

hot

el h

as a

poo

l.

7.

You

hik

ed t

o th

e bo

ttom

of t

he G

rand

Can

yon?

Ter

rific

!

8.

Who

a! T

urn

left

at

the

seco

nd t

raffi

c lig

ht.

9.

Hey

, wha

t tim

e do

you

leav

e?

10.

Gos

h, it

is h

ot!

Rew

rite

eac

h s

ente

nce

, ad

din

g a

n in

terj

ecti

on

.

11.

I h

ave

a bl

iste

r.

12.

It

is a

long

way

to

the

bott

om.

13.

The

wal

k ba

ck is

up

hill.

14.

Slo

w d

own.

15.

I d

rop

ped

you

r sa

ndw

ich.

Ouch

! I h

ave

a bl

iste

r.

Wow

, it i

s a

long

way

to th

e bo

ttom

.

Ugh!

The

wal

k ba

ck is

uph

ill.

Hey,

slo

w d

own.

Who

ops!

I dr

oppe

d yo

ur s

andw

ich.

Poss

ible

resp

onse

s ar

e sh

own. 2

Gra

mm

ar P

ract

ice

Bo

ok

RXE

NL0

8AW

K61_

GPB

_002

.indd

29/

9/06

8:52

:07

AM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

1

(1) T

he

Sea

rs T

ow

er is

on

e o

f th

e ta

lles

t b

uil

din

gs

in t

he

wo

rld

(2) t

he

glas

s-an

d-s

teel

gia

nt

stan

ds

mo

re t

han

11

0 s

tori

es h

igh

.

(3) D

esig

ned

fo

r S

ears

, Ro

ebu

ck, a

nd

Co

mp

any

in 1

96

9. (4

) Wh

at

was

inn

ova

tive

ab

ou

t th

is p

roje

ct?

(5) T

he

eng

inee

r, F

azlu

r R

. Kah

n,

inve

nte

d a

way

to

use

less

ste

el. (6

) On

e h

isto

rian

sai

d, “

Kah

n c

han

ged

hig

h-r

ise

arch

itec

ture

”.

1.

Sen

tenc

e 1

shou

ld e

nd w

ith w

hich

p

unct

uatio

n m

ark?

Aa

que

stio

n m

ark

Ba

per

iod

Ca

com

ma

Dan

end

quo

tatio

n m

ark

2.

Whi

ch w

ord

in S

ente

nce

2 sh

ould

be

cap

italiz

ed?

Ath

eB

glas

sC

gian

tD

stor

ies

3.

Whi

ch t

ype

of s

ente

nce

is S

ente

nce

4?A

decl

arat

ive

Bim

per

ativ

eC

excl

amat

ory

Din

terr

ogat

ive

4.

Whi

ch is

a fr

agm

ent?

ASe

nten

ce 3

BSe

nten

ce 4

CSe

nten

ce 5

D

Sent

ence

6

5.

Whi

ch p

unct

uatio

n m

ark

in S

ente

nce

6 is

in t

he w

rong

pla

ce?

Ath

e co

mm

aB

the

first

quo

tatio

n m

ark

Cth

e se

cond

quo

tatio

n m

ark

Dco

rrec

t as

is

6.

Whi

ch t

ype

of s

ente

nce

is S

ente

nce

5?A

decl

arat

ive

Bim

per

ativ

eC

excl

amat

ory

Din

terr

ogat

ive

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

3G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_003

.indd

39/

18/0

66:

06:1

1PM

4 Student Edition pp. 2–3


© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e Se

nte

nce

s

Less

on

1A

dd

wo

rds

to t

he

follo

win

g t

o m

ake

com

ple

te s

ente

nce

s.

Use

co

rrec

t p

unct

uati

on

an

d c

apit

aliz

atio

n. T

hen

iden

tify

th

e ty

pe

of

sen

ten

ce.

1. w

orld

’s la

rges

t ca

tsup

bot

tle in

Illin

ois

2.

sta

nd M

ayor

’s s

tatu

e

3.

the

mod

el o

f the

pla

net

Satu

rn

4.

Am

eric

a’s

Lean

ing

Tow

er

5.

my

favo

rite

stop

Met

rop

olis

, Illi

nois

Rew

rite

eac

h s

ente

nce

wit

h c

orr

ect

pun

ctua

tio

n a

nd

cap

ital

izat

ion

. U

nd

erlin

e th

e in

terj

ecti

on

s.

6.

the

re is

a lo

t of

tra

ffic

ahea

d

7.

we

are

not

on t

he r

ight

roa

d

8.

hey

, set

tle d

own

in t

he b

ack

seat

9.

do

you

have

you

r se

at b

elt

fast

ened

10.

Wow

, the

vie

w is

bea

utifu

l

The

wor

ld’s

larg

est c

atsu

p bo

ttle

is in

Illin

ois.

dec

lara

tive

Stan

d ne

xt to

the

May

or’s

sta

tue.

impe

rativ

e

Whe

re c

an I

find

the

mod

el o

f the

pla

net S

atur

n? in

terr

ogat

ive

Whe

re is

Am

eric

a’s

Lean

ing

Tow

er?

inte

rrog

ativ

e

My

favo

rite

stop

is M

etro

polis

, Illi

nois

. dec

lara

tive

Ther

e is

a lo

t of t

raffi

c ah

ead.

We

are

not o

n th

e rig

ht ro

ad.

Do y

ou h

ave

your

sea

t bel

t fas

tene

d?

Wow

, the

vie

w is

bea

utifu

l!

Poss

ible

resp

onse

s ar

e sh

own.

Hey,

set

tle d

own

in th

e ba

ck s

eat!

4G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_004

.indd

4

9/9/

06

8:55

:59

AM

© H

arco

urt

• G

rade

6

Nam

eSu

bje

cts

and

Pred

icat

es

Less

on

2U

nd

erlin

e th

e co

mp

lete

sub

ject

an

d c

ircl

e th

e si

mp

le

sub

ject

in e

ach

sen

ten

ce.

1.

My

favo

rite

gran

dmot

her

mak

es D

omin

ican

ric

e.

2.

The

gro

cery

on

the

corn

er s

ells

pla

ntai

ns.

3.

A g

ood

frie

nd li

kes

chic

ken

curr

y.

4.

The

nat

iona

l dis

h is

ste

w.

5.

The

who

le fa

mily

eat

s lu

nch

toge

ther

.

6.

A h

ungr

y co

usin

has

tw

o se

rvin

gs.

7.

The

del

icio

us e

mp

anad

as a

re s

tuffe

d w

ith b

eef.

8.

My

olde

r br

othe

r is

a g

reat

coo

k.

9.

Fam

ily m

eals

are

alw

ays

fun.

Un

der

line

the

com

ple

te p

red

icat

e an

d c

ircl

e th

e si

mp

le p

red

icat

e o

f ea

ch s

ente

nce

.

10.

Tw

o co

untr

ies

shar

e th

e is

land

of H

isp

anio

la.

11.

The

land

scap

e co

nsis

ts o

f mou

ntai

n ra

nges

, val

leys

, and

pla

ins.

12.

Man

y p

eop

le g

row

cof

fee.

13.

Lak

e En

riqui

llo li

es 1

50 fe

et b

elow

sea

leve

l.

14.

The

isla

nd p

rodu

ces

suga

rcan

e, li

vest

ock,

and

cot

ton.

15.

Tou

rists

exp

lore

the

isla

nd.

16.

The

hig

hest

poi

nt is

the

pea

k of

Mou

nt L

a Se

lle.

17.

Far

mer

s cl

ear

fore

sts.

18.

Hur

rican

es c

ause

ser

ious

dam

age.

Wri

te f

ive

sen

ten

ces

abo

ut

you

r fa

vori

te f

oo

ds.

In e

ach

sen

ten

ce, u

nd

erlin

e th

e co

mp

lete

su

bje

ct o

nce

an

d t

he

com

ple

te p

red

icat

e tw

ice.

Th

en c

ircl

e th

e si

mp

le

sub

ject

s an

d t

he

sim

ple

pre

dic

ates

.Ac

cept

reas

onab

le re

spon

ses.

5G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_005

.indd

59/

9/06

9:04

:05

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eSu

bje

cts

and

Pred

icat

es

Less

on

2A

dd

a c

om

ple

te s

ubje

ct t

o e

ach

pre

dic

ate

to m

ake

a se

nte

nce

. Th

en c

ircl

e th

e si

mp

le s

ubje

ct.

1.

ser

ves

pla

ntai

ns

2.

br

ings

shr

imp

3.

lik

es s

tew

4.

boi

ls t

he g

inge

rroo

t w

ith c

inna

mon

5.

gro

ws

pap

aya

Ad

d a

co

mp

lete

pre

dic

ate

to e

ach

sub

ject

to

mak

e a

sen

ten

ce.

Then

cir

cle

the

sim

ple

pre

dic

ate.

6.

My

mot

her

7.

My

favo

rite

mea

l

8.

The

out

door

mar

ket

9.

The

old

bus

10.

Jua

n’s

olde

r br

othe

r

Poss

ible

resp

onse

s ar

e sh

own.

The

loca

l res

taur

ant s

erve

s pl

anta

ins.

The

thou

ghtfu

l gue

st b

rings

shr

imp.

My

youn

gest

bro

ther

like

s st

ew.

The

Dom

inic

an c

ook

boils

the

ging

erro

ot w

ith c

inna

mon

.

A sk

illed

farm

er g

row

s pa

paya

.

Poss

ible

resp

onse

s ar

e sh

own.

My

mot

her c

ooks

man

y tra

ditio

nal f

oods

.

My

favo

rite

mea

l is

brea

kfas

t.

The

outd

oor m

arke

t sel

ls fr

esh

fruit.

The

old

bus

goes

slo

wly

.

Juan

’s o

lder

bro

ther

eat

s th

e bi

gges

t por

tion.

6G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_006

.indd

69/

9/06

8:59

:19

AM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

2

(1)

Maj

esti

c h

um

pb

ack

wh

ales

live

alo

ng

oce

an c

oas

ts. (

2) T

hei

r

ph

ysic

al f

eatu

res

incl

ud

e lo

ng

nar

row

fli

pp

ers,

an

d r

idg

es o

n t

he

thro

at

and

ch

est.

(3

) L

arge

kn

ob

s co

ver

thei

r h

ead

an

d ja

ws.

(4

) Th

ey e

at v

ery

smal

l oce

an a

nim

als.

(5

) H

um

pb

ack

wh

ales

mak

e a

vari

ety

of

sou

nd

s

for

thei

r “s

on

gs.

” (6

) Th

ey u

se m

oan

s, c

ries

, gro

ans,

an

d e

ven

sn

ore

s in

thei

r so

ngs

.

1.

Whi

ch is

the

com

ple

te s

ubje

ct

of S

ente

nce

1?A

Maj

estic

hum

pba

ck w

hale

sB

hum

pba

ck w

hale

s C

wha

les

Dliv

e

2.

Whi

ch is

the

sim

ple

sub

ject

of

Sen

tenc

e 2?

ATh

eir

Bp

hysi

cal

Cp

hysi

cal f

eatu

res

Dfe

atur

es

3.

Whi

ch is

the

com

ple

te p

redi

cate

of

Sen

tenc

e 3?

Ala

rge

knob

s B

cove

rC

thei

r he

ad a

nd ja

ws

Dco

ver

thei

r he

ad a

nd ja

ws

4.

Whi

ch is

the

sim

ple

sub

ject

of

Sen

tenc

e 4?

ATh

eyB

eat

Cve

ry s

mal

lD

anim

als

5.

Whi

ch is

the

sim

ple

pre

dica

te

of S

ente

nce

5?A

wha

les

Bm

ake

Cva

riety

Dva

riety

of s

ound

s

6.

Whi

ch is

the

sim

ple

pre

dica

te

of S

ente

nce

6?A

use

Bm

oans

Ccr

ies

Dgr

oans

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

7G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_007

.indd

79/

9/06

9:04

:23

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e Su

bje

cts

and

Pred

icat

es

Less

on

2C

om

ple

te e

ach

sen

ten

ce w

ith

on

e o

f th

e si

mp

le s

ubje

cts

or

sim

ple

pre

dic

ates

in t

he

bo

x.

1.

e

njoy

s sw

imm

ing

in t

he o

cean

.

2.

The

s

woo

p d

own

for

food

.

3.

My

little

d

igs

a ho

le in

the

san

d.

4.

The

wav

es

on

the

beac

h.

5.

My

aunt

alw

ays

an

umbr

ella

to

the

beac

h.

6.

Man

y fo

rget

sun

scre

en.

7.

a

t th

e do

lphi

ns.

Wri

te c

om

ple

te s

ente

nce

s b

y ad

din

g c

om

ple

te s

ubje

cts

or

com

ple

te p

red

icat

es

or

bo

th.

8.

frie

nd S

usan

9.

rea

d st

orie

s

10.

hav

e su

rpris

e en

ding

s

Sim

ple

Pre

dic

ates

Sim

ple

Su

bje

cts

se

agu

lls

peo

ple

K

im

sist

er

cr

ash

ta

kes

loo

k

Kim seag

ulls

sist

er

cras

h take

s

peop

le

Look

Poss

ible

resp

onse

s ar

e sh

own.

My

frien

d Su

san

writ

es in

her

jour

nal.

I lik

e to

read

exc

iting

sto

ries.

My

favo

rite

stor

ies

have

sur

pris

e en

ding

s.

8G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_008

.indd

8

9/9/

06

9:10

:54

AM

© H

arco

urt

• G

rade

6

Nam

eC

om

po

un

dSu

bje

cts

and

Pr

edic

ates

Less

on

3

Wri

te a

par

agra

ph

ab

ou

t yo

ur

favo

rite

inve

nti

on

or

inve

nto

r. It

sh

ou

ld in

clu

de

two

se

nte

nce

s th

at h

ave

com

po

un

d s

ub

ject

s an

d t

wo

sen

ten

ces

that

hav

e co

mp

ou

nd

p

red

icat

es.

Un

der

line

the

com

po

und

sub

ject

or

com

po

und

pre

dic

ate

of

each

sen

ten

ce. L

abel

th

e un

der

lined

par

t as

com

poun

d su

bjec

to

rco

mpo

und

pred

icat

e.

1.

The

mirr

or o

f the

tel

esco

pe

refle

cted

ligh

t an

d fo

cuse

d an

imag

e.

2.

Ben

jam

in F

rank

lin, H

ump

hry

Dav

y, a

nd T

hom

as E

diso

n ex

per

imen

ted

with

el

ectr

icity

.

3.

Kar

l Jan

sky

deve

lop

ed r

adio

ast

rono

my

and

dete

cted

rad

io w

aves

from

sp

ace.

4.

Jam

es W

att

rede

sign

ed t

he s

team

eng

ine

and

first

use

d th

e te

rm “

hors

epow

er.”

5.

Dan

iel G

abrie

l Fah

renh

eit,

And

ers

Cel

sius

, and

Lor

d Ke

lvin

mad

e di

scov

erie

s ab

out

te

mpe

ratu

re.

Ad

d a

com

pou

nd

sub

ject

or

com

pou

nd

pre

dic

ate

to e

ach

of

the

follo

win

g t

o m

ake

aco

mp

lete

sen

ten

ce. A

dd

th

e n

umb

er o

f si

mpl

e su

bjec

ts o

r si

mpl

e pr

edic

ates

sh

own

in

par

enth

eses

.

6.

t

ook

us fr

om p

lace

to

pla

ce. (

3)

7.

The

hel

icop

ter

. (

2)

8.

b

oard

ed t

he a

irpla

ne. (

3)

9.

The

flig

ht a

tten

dant

s

. (2)

10.

The

pilo

t

. (2)

Acce

pt re

ason

able

resp

onse

s.

com

poun

d pr

edic

ate

com

poun

d su

bjec

t

com

poun

d pr

edic

ate

com

poun

d pr

edic

ate

com

poun

d su

bjec

t

Poss

ible

resp

onse

s ar

e sh

own.

Trai

ns, c

ars,

and

airp

lane

s

took

off

and

land

ed

Pass

enge

rs, f

light

atte

ndan

ts, a

nd th

e pi

lot

chec

ked

seat

bel

ts a

nd p

oint

ed o

ut e

xits

mad

e an

ann

ounc

emen

t and

sta

rted

the

engi

nes

9G

ram

mar

Pra

ctic

e B

oo

k

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.indd

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9/06

9:03

:39

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eC

om

po

un

dSu

bje

cts

and

Pr

edic

ates

Less

on

3C

om

bin

e ea

ch g

roup

of

sen

ten

ces

to m

ake

on

e se

nte

nce

w

ith

a c

om

po

und

sub

ject

.

1.

A

sm

all c

opy

of a

tra

in is

a m

odel

. A s

mal

l cop

y of

an

airp

lane

is a

mod

el. A

sm

all

cop

y of

a c

ar is

a m

odel

.

2.

Arc

hite

cts

mak

e m

odel

s. E

ngin

eers

mak

e m

odel

s. H

obby

ists

mak

e m

odel

s.

3.

Col

lect

ors

build

mod

el r

ailro

ads.

Hob

byis

ts b

uild

mod

el r

ailro

ads.

Fam

ilies

bui

ld

mod

el r

ailro

ads.

4.

The

car

pen

try

is u

nder

the

sce

nery

. The

wiri

ng is

und

er t

he s

cene

ry.

5.

Bas

emen

ts a

re g

ood

pla

ces

to b

uild

mod

el r

ailro

ads.

Gar

ages

are

goo

d p

lace

s to

bu

ild m

odel

rai

lroad

s.

Com

bin

e ea

ch g

roup

of

sen

ten

ces

to m

ake

one

sen

ten

ce w

ith

a c

omp

oun

d p

red

icat

e.

6.

A h

ot-a

ir ba

lloon

ris

es. A

hot

-air

ballo

on d

rifts

.

7.

It

defie

s gr

avity

. It

float

s ab

ove

the

tree

s.

8.

The

hea

ted

air

exp

ands

. The

hea

ted

air

wei

ghs

less

tha

n co

ol a

ir.

9.

Blo

w u

p a

toy

bal

loon

. The

n de

cora

te t

he t

oy b

allo

on.

10.

A h

air

drye

r he

ats

the

air.

A h

air

drye

r ca

uses

the

bal

loon

to

exp

and.

Poss

ible

resp

onse

s ar

e sh

own.

A sm

all c

opy

of a

trai

n, a

n ai

rpla

ne, o

r a c

ar is

a m

odel

.

Arch

itect

s, e

ngin

eers

, and

hob

byis

ts m

ake

mod

els.

Colle

ctor

s, h

obby

ists

, and

fam

ilies

bui

ld m

odel

railr

oads

.

The

carp

entr

y an

d w

iring

are

und

er th

e sc

ener

y.

Base

men

ts a

nd g

arag

es a

re g

ood

plac

es to

bui

ld m

odel

railr

oad

A ho

t-air

ballo

on ri

ses

and

drift

s.

It de

fies

grav

ity a

nd fl

oats

abo

ve th

e tre

es.

The

heat

ed a

ir ex

pand

s an

d w

eigh

s le

ss th

an c

ool a

ir.

Blow

up

and

deco

rate

a to

y ba

lloon

.

Poss

ible

resp

onse

s ar

e sh

own.

A ha

ir dr

yer h

eats

the

air a

nd c

ause

s th

e ba

lloon

to e

xpan

d.

10G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_010

.indd

109/

9/06

9:06

:04

AM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

3

Tra

ins

and

rai

lro

ad t

rack

s cr

issc

ross

th

rou

gh

ou

t th

is c

ou

ntr

y.

(2) L

oco

mo

tive

s p

rovi

de

po

wer

fo

r tr

ain

s. (3

) Th

ey p

ull

sev

eral

att

ach

ed

rail

road

car

s. (4

) Ste

am d

iese

l an

d e

lect

rici

ty h

ave

all b

een

use

d t

o p

ow

er

trai

ns.

(5) P

asse

ng

er t

rain

s an

d f

reig

ht

hau

lers

mo

stly

use

rai

lro

ad t

rack

s

ori

gin

ally

laid

mo

re t

han

10

0 y

ears

ago

. (6) M

od

ern

-day

co

mm

ute

rs,

tho

ugh

, may

use

an

ele

ctri

c ra

il s

yste

m o

r m

ay d

rive

th

eir

ow

n v

ehic

les.

1.

Whi

ch s

tate

men

t de

scrib

es

Sent

ence

1?

AIt

has

tw

o si

mp

le p

redi

cate

s.B

It h

as t

hree

sim

ple

pre

dica

tes.

CIt

has

tw

o si

mp

le s

ubje

cts.

DIt

has

thr

ee s

imp

le s

ubje

cts.

2.

Whi

ch t

wo

sent

ence

s ca

n be

co

mbi

ned

into

one

sen

tenc

e w

ith a

com

pou

nd p

redi

cate

?A

Sent

ence

s 1

and

2 B

Sent

ence

s 2

and

3C

Sent

ence

s 3

and

4D

Sent

ence

s 4

and

5

3.

Whi

ch o

f the

follo

win

g ha

s a

com

pou

nd s

ubje

ct?

ASe

nten

ce 2

BSe

nten

ce 3

CSe

nten

ce 5

DSe

nten

ce 6

4.

How

man

y si

mp

le s

ubje

cts

does

Se

nten

ce 4

hav

e?A

two

Bth

ree

Cfo

urD

five

5.

Whi

ch s

ente

nce

is m

issi

ng

two

com

mas

?A

Sent

ence

2B

Sent

ence

3C

Sent

ence

4D

Sent

ence

5

6.

Whi

ch s

tate

men

t de

scrib

es

Sent

ence

6?

AIt

has

tw

o si

mp

le p

redi

cate

s.B

It h

as t

hree

sim

ple

pre

dica

tes.

CIt

has

tw

o si

mp

le s

ubje

cts.

DIt

has

thr

ee s

imp

le s

ubje

cts.

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

11G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_011

.indd

119/

20/0

69:

15:4

9AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e C

om

po

un

d

Sub

ject

s an

d

Pred

icat

es

Less

on

3U

nd

erlin

e th

e co

mp

oun

d s

ubje

ct o

r co

mp

oun

d p

red

icat

e.

Then

cir

cle

the

con

jun

ctio

n.

1.

Airp

lane

s an

d sh

ips

carr

y p

asse

nger

s ov

er lo

ng d

ista

nces

.

2.

Joh

n rid

es h

is b

icyc

le o

r w

alks

to

scho

ol.

3.

The

driv

er fa

sten

s he

r se

at b

elt,

che

cks

her

mirr

ors,

and

sta

rts

the

car.

4.

Bus

es, t

ruck

s, a

nd c

ars

fille

d th

e p

arki

ng lo

t.

Co

mb

ine

each

pai

r o

f se

nte

nce

s to

mak

e o

ne

sen

ten

ce w

ith

a c

om

po

und

sub

ject

or

a co

mp

oun

d p

red

icat

e.

5.

My

sist

er w

ants

a n

ew b

icyc

le. I

wan

t a

new

bic

ycle

.

6.

A b

icyc

le h

as t

wo

whe

els.

A b

icyc

le is

ste

ered

with

han

dleb

ars.

7.

Adu

lts e

njoy

rid

ing

bicy

cles

. Chi

ldre

n en

joy

ridin

g bi

cycl

es.

8.

Ten

-sp

eed

bike

s ha

ve m

ultip

le g

ears

. Tw

elve

-sp

eed

bike

s ha

ve m

ultip

le g

ears

.

9.

Thr

ee-s

pee

d bi

kes

are

heav

y. T

hree

-sp

eed

bike

s do

not

go

very

fast

.

10.

Mic

hael

has

a B

MX

bik

e. K

eysh

awn

has

a BM

X b

ike.

Poss

ible

resp

onse

s ar

e sh

own.

My

sist

er a

nd I

wan

t new

bic

ycle

s.

A bi

cycl

e ha

s tw

o w

heel

s an

d is

ste

ered

with

han

dleb

ars.

Adul

ts a

nd c

hild

ren

enjo

y rid

ing

bicy

cles

.

Ten-

spee

d bi

kes

and

twel

ve-s

peed

bik

es h

ave

mul

tiple

gea

rs

Thre

e-sp

eed

bike

s ar

e he

avy

and

do n

ot g

o ve

ry fa

st.

Mic

hael

and

Key

shaw

n ha

ve B

MX

bike

s.

12G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_012

.indd

12

9/9/

06

9:14

:41

AM

© H

arco

urt

• G

rade

6

Nam

eSi

mp

le a

nd

Co

mp

ou

nd

Sen

ten

ces

Less

on

4La

bel

eac

h s

ente

nce

as

sim

ple

or

com

poun

d.

1.

Tra

ck a

nd fi

eld

incl

udes

man

y ch

alle

ngin

g, e

xciti

ng e

vent

s.

2.

Men

and

wom

en c

omp

ete,

but

men

do

not

com

pet

e ag

ains

t w

omen

.

3.

Run

ners

hav

e en

dura

nce,

and

the

y ru

n fa

st.

4.

The

cro

ssba

r of

the

hig

h ju

mp

is fo

ur m

eter

s lo

ng.

5.

The

long

jum

p is

als

o ca

lled

the

broa

d ju

mp

.

6.

The

dec

athl

on in

clud

es t

en d

iffer

ent

even

ts, a

nd t

he p

erso

n w

ho h

as t

he h

ighe

st

ov

eral

l sco

re w

ins.

Rew

rite

eac

h r

un-o

n s

ente

nce

, ad

din

g a

co

mm

a an

d a

co

ord

inat

ing

co

nju

nct

ion

.

7.

Jes

se O

wen

s w

on fo

ur g

old

med

als

he b

ecam

e a

role

mod

el fo

r yo

ung

athl

etes

.

8.

Jac

kie

Joyn

er-K

erse

e is

a g

reat

fem

ale

athl

ete

she

has

won

man

y ch

amp

ions

hip

s.

9.

Car

l Lew

is w

as a

n ou

tsta

ndin

g at

hlet

e in

hig

h sc

hool

he

wen

t on

to

win

nin

e O

lym

pic

gol

d m

edal

s.

10.

Flo

renc

e G

riffit

h Jo

yner

won

an

Oly

mp

ic g

old

med

al h

er fa

ns a

lso

liked

her

sty

le.

sim

ple

com

poun

dco

mpo

und

sim

ple

sim

ple

com

poun

d

Poss

ible

resp

onse

s ar

e sh

own.

Jess

e Ow

ens

won

four

gol

d m

edal

s, a

nd h

e be

cam

e a

role

mod

el fo

r you

ng a

thle

tes.

Jack

ie J

oyne

r-Ke

rsee

is a

gre

at fe

mal

e at

hlet

e, a

nd s

he

has

won

man

y ch

ampi

onsh

ips.

Carl

Lew

is w

as a

n ou

tsta

ndin

g at

hlet

e in

hig

h sc

hool

,

and

he w

ent o

n to

win

nin

e Ol

ympi

c go

ld m

edal

s.

Flor

ence

Grif

fith

Joyn

er w

on a

n Ol

ympi

c go

ld m

edal

,

but h

er fa

ns a

lso

liked

her

sty

le.

13G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

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K61_

GPB

_013

.indd

139/

9/06

9:12

:41

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eSi

mp

le a

nd

Co

mp

ou

nd

Sen

ten

ces

Less

on

4To

co

mp

lete

eac

h c

om

po

und

sen

ten

ce, f

ill in

th

e b

lan

k ei

ther

wit

h a

co

mm

a an

d a

co

ord

inat

ing

co

nju

nct

ion

or

wit

h a

sem

ico

lon

.

1.

Gw

endo

lyn

Broo

ks w

as a

poe

t s

he w

rote

abo

ut e

very

day

life.

2.

A n

ewsp

aper

prin

ted

her

poe

ms

a b

ook

of h

er w

ork

was

pub

lishe

d.

3.

Her

poe

ms

wer

e in

tere

stin

g t

hey

show

ed h

ow fa

mili

es s

olve

d pr

oble

ms.

4.

Bro

oks

taug

ht p

oetr

y at

one

col

lege

s

he t

augh

t w

ritin

g at

man

y ot

hers

.

5.

Bro

oks

wan

ted

youn

g p

eop

le t

o re

ad p

oetr

y s

he t

augh

t yo

ung

peo

ple

.

Rew

rite

eac

h p

air

of

sim

ple

sen

ten

ces

as o

ne

com

po

und

sen

ten

ce.

Use

eit

her

a c

om

ma

and

a c

oo

rdin

atin

g c

on

jun

ctio

n o

r a

sem

ico

lon

.

6.

Man

y A

fric

an A

mer

ican

s m

oved

nor

th. H

isto

rians

cal

l thi

s “t

he G

reat

Mig

ratio

n.”

7.

Afr

ican

Am

eric

ans

left

rur

al a

reas

and

jobs

in fa

rmin

g. T

hey

mov

ed t

o ur

ban

area

s an

d jo

bs in

fact

orie

s.

8.

Few

peo

ple

mov

ed d

urin

g th

e G

reat

Dep

ress

ion.

Mor

e m

oved

aft

er W

orld

War

II.

9.

Peo

ple

hea

rd a

bout

jobs

in t

he N

orth

. Job

s w

ere

hard

to

get.

10.

A C

hica

go n

ewsp

aper

enc

oura

ged

peo

ple

to

mov

e no

rth.

It p

rinte

d ad

vert

isem

ents

.

Poss

ible

resp

onse

s ar

e sh

own.

, and

;

;, b

ut, s

o

Poss

ible

resp

onse

s ar

e sh

own.

Man

y Af

rican

Am

eric

ans

mov

ed n

orth

; his

toria

ns c

all t

his

“the

Gre

at M

igra

tion.

”

Afric

an A

mer

ican

s le

ft ru

ral a

reas

and

jobs

in fa

rmin

g;

they

mov

ed to

urb

an a

reas

and

jobs

in fa

ctor

ies.

Few

peo

ple

mov

ed d

urin

g th

e Gr

eat D

epre

ssio

n, a

nd

mor

e m

oved

afte

r Wor

ld W

ar II

.

Peop

le h

eard

abo

ut jo

bs in

the

North

, but

jobs

wer

e ha

rd to

get

.

A Ch

icag

o ne

wsp

aper

enc

oura

ged

peop

le to

mov

e no

rth;

it pr

inte

d ad

verti

sem

ents

. 14G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_014

.indd

149/

9/06

9:16

:49

AM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

4

(1) T

he

stat

e o

f Ten

nes

see

has

th

ree

reg

ion

s ea

ch o

ne

is r

epre

sen

ted

by

a st

ar

on

th

e st

ate

flag

. (2

) E

ast

Ten

nes

see

has

th

e G

reat

Sm

ok

y M

ou

nta

ins,

an

d M

idd

le

Ten

nes

see

has

ro

llin

g f

arm

lan

d. (

3)

Nas

hvi

lle

lies

on

th

e C

um

ber

lan

d R

iver

, an

d it

has

an a

rea

of

49

7 s

qu

are

mil

es. (

4)

Mem

ph

is is

loca

ted

in W

est

Ten

nes

see.

(5

) M

emp

his

is

the

larg

est

city

in t

he

stat

e. (

6)

Nas

hvi

lle

is t

he

cap

ital

.

1.

Whi

ch o

f the

follo

win

g se

nten

ces

is a

ru

n-on

?A

Sent

ence

1

BSe

nten

ce 2

CSe

nten

ce 3

DSe

nten

ce 5

2.

Whi

ch is

the

coo

rdin

atin

g co

njun

ctio

n in

Sen

tenc

e 2?

Aha

sB

but

Can

dD

rolli

ng

3.

Whi

ch o

f the

follo

win

g is

a s

imp

le

sent

ence

?A

Sent

ence

1B

Sent

ence

2C

Sent

ence

3

DSe

nten

ce 4

4.

Whi

ch o

f the

follo

win

g is

a

com

pou

nd s

ente

nce?

ASe

nten

ce 3

BSe

nten

ce 4

CSe

nten

ce 5

D

Sent

ence

6

5.

Whi

ch o

f the

follo

win

g co

uld

be

com

bine

d to

mak

e a

com

pou

nd

sent

ence

?A

Sent

ence

s 1

and

2B

Sent

ence

s 2

and

3C

Sent

ence

s 3

and

4D

Sent

ence

s 4

and

5

6.

Whi

ch is

the

cor

rect

way

to

com

bine

Se

nten

ces

5 an

d 6?

A,

B, b

utC

or

D; o

r

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

15G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_015

.indd

159/

18/0

66:

06:3

6PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e Si

mp

le a

nd

Co

mp

ou

nd

Sen

ten

ces

Less

on

4R

ewri

te e

ach

sen

ten

ce w

ith

a c

orr

ect

coo

rdin

atin

g

con

jun

ctio

n.

1.

Mar

y M

cLeo

d Be

thun

e w

as b

orn

in S

outh

Car

olin

a sh

e la

ter

mov

ed t

o Fl

orid

a.

2.

Bet

hune

wen

t to

col

lege

she

had

to

wor

k, t

oo.

3.

She

wor

ked

as a

tea

cher

she

tra

vele

d th

roug

hout

the

Sou

th.

4.

Bet

hune

was

pre

side

nt o

f a c

olle

ge s

he w

as a

ctiv

e in

pol

itics

.

5.

Bet

hune

was

a c

omm

unity

lead

er, s

he a

dvis

ed P

resi

dent

s.

Rew

rite

eac

h c

om

po

und

sen

ten

ce t

o m

ake

two

sim

ple

sen

ten

ces.

6.

The

U.S

. Sup

rem

e C

ourt

mad

e se

greg

atio

n ill

egal

in 1

954;

the

cou

rt c

ase

was

Br

own

v. B

oard

of E

duca

tion.

7.

The

bus

boy

cott

was

a s

ucce

ss, a

nd R

osa

Park

s ha

d sp

arke

d it.

8.

Man

y p

eop

le jo

ined

the

pro

test

, and

the

boy

cott

last

ed fr

om 1

955

to 1

956.

Poss

ible

resp

onse

s ar

e sh

own.

Mar

y M

cLeo

d Be

thun

e w

as b

orn

in S

outh

Car

olin

a,

but s

he la

ter m

oved

to F

lorid

a.

Beth

une

wen

t to

colle

ge, a

nd s

he h

ad to

wor

k, to

o.

She

wor

ked

as a

teac

her,

and

she

trave

led

thro

ugho

ut th

e So

uth.

Beth

une

was

pre

side

nt o

f a c

olle

ge, a

nd s

he w

as a

ctiv

e in

pol

itics

.

Beth

une

was

a c

omm

unity

lead

er, a

nd s

he a

dvis

ed P

resi

dent

s.

The

U.S.

Sup

rem

e Co

urt m

ade

segr

egat

ion

illeg

al in

1954

. The

cou

rt ca

se w

as B

row

n v.

Boa

rd o

f Edu

catio

n.

The

bus

boyc

ott w

as a

suc

cess

. Ros

a Pa

rks

had

spar

ked

it.

Man

y peo

ple

join

ed th

e pr

otes

t. Th

e bo

ycot

t las

ted

from

195

5 to

195

6.

16G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_016

.indd

16

9/9/

06

9:21

:29

AM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

5

(1)

Wh

o in

spir

ed t

he

talk

sh

ow

s o

f to

day

? (2

) P

hil

Do

nah

ue

insp

ired

th

em

(3)

He

hea

rd h

is v

oic

e o

n a

co

lleg

e ra

dio

sta

tio

n. (

4)

He

was

inst

antl

y h

oo

ked

on

rad

io. (

5)

Lat

er h

e w

ork

ed in

rad

io a

s an

an

no

un

cer,

new

s d

irec

tor,

an

d m

orn

ing

new

scas

ter.

(6

) A

TV

tal

k s

ho

w h

ired

him

as

the

ho

st in

19

67

.

1.

Whi

ch t

ype

of s

ente

nce

is S

ente

nce

1?A

de

clar

ativ

eB

im

per

ativ

eC

ex

clam

ator

yD

in

terr

ogat

ive

2.

Whi

ch s

ente

nce

is m

issi

ng a

n en

d m

ark?

A

Sent

ence

1B

Se

nten

ce 2

C

Sent

ence

3D

Se

nten

ce 4

3.

Whi

ch t

ype

of s

ente

nce

is S

ente

nce

4?

A

decl

arat

ive

B

imp

erat

ive

C

excl

amat

ory

D

inte

rrog

ativ

e

4.

Whi

ch is

the

com

ple

te s

ubje

ct

of S

ente

nce

6?A

A

TV

talk

sho

wB

A

TV

C

talk

sho

wD

sh

ow

5.

Whi

ch is

the

sim

ple

pre

dica

te

of S

ente

nce

5?A

as

the

hos

tB

as

an

anno

unce

r, ne

ws

dire

ctor

, an

d m

orni

ng n

ewsc

aste

rC

w

orke

d D

w

orke

d in

rad

io

6.

Whi

ch is

the

com

ple

te p

redi

cate

of

Sen

tenc

e 3?

A

hear

d B

he

ard

his

voic

eC

he

ard

his

voic

e on

a c

olle

ge

radi

o st

atio

nD

vo

ice

on a

col

lege

rad

io s

tatio

n

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

17G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_017

.indd

17

9/9/

06

9:22

:49

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e

Less

on

5

(1) T

elev

isio

n b

ecam

e a

par

t o

f A

mer

ican

s’ li

ves

afte

r W

orl

d W

ar I

I w

hen

th

e

firs

t la

rge

TV

au

die

nce

wat

ched

th

e W

orl

d S

erie

s o

f 1

94

7. (

2) T

V p

rod

uce

rs a

nd

scr

ipt

wri

ters

lear

ned

wh

at p

eop

le li

ked

th

rou

gh

tri

al a

nd

err

or.

(3

) M

ilton

Ber

le’s T

exac

o St

ar

The

ater

was

a p

op

ula

r sh

ow

. (4

) M

ilton

Ber

le’s T

exac

o St

ar T

heat

er h

ad m

any

acts

. (5

)

To

day

th

ree

of

the

firs

t n

etw

ork

s ar

e p

op

ula

r an

d s

till

op

erat

e. (

6)

Co

mp

etit

ion

fo

r

view

ers

is m

ore

fie

rce

than

eve

r.

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

1.

Whi

ch t

wo

sent

ence

s ha

ve t

he s

ame

subj

ect

and

can

be r

ewrit

ten

as o

ne

sent

ence

?A

Se

nten

ces

1 an

d 2

B

Sent

ence

s 3

and

4 C

Se

nten

ces

4 an

d 5

D

Sent

ence

s 5

and

6

2.

Whi

ch s

ente

nce

has

a co

mp

ound

su

bjec

t?A

Se

nten

ce 1

B

Sent

ence

2C

Se

nten

ce 3

D

Sent

ence

5

3.

Whi

ch s

ente

nce

has

a co

mp

ound

p

redi

cate

?A

Se

nten

ce 3

B

Sent

ence

4C

Se

nten

ce 5

D

Sent

ence

6

4.

Whi

ch o

f the

follo

win

g se

nten

ces

is a

ru

n-on

?A

Se

nten

ce 1

B

Sent

ence

2C

Se

nten

ce 3

D

Sent

ence

4

5.

Whi

ch o

f the

follo

win

g te

rms

best

de

scrib

es S

ente

nce

2?A

co

mp

ound

B

sim

ple

C

run-

onD

co

mm

a sp

lice

6.

Whi

ch is

the

cor

rect

way

to

com

bine

Se

nten

ces

5 an

d 6?

A

, but

B

,

C

, or,

D

; with

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

18G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_018

.indd

18

9/9/

06

9:23

:59

AM

© H

arco

urt

• G

rade

6

Nam

ePr

epo

siti

on

al

Phra

ses

Less

on

6C

ircl

e th

e p

rep

osi

tio

n a

nd

dra

w a

lin

e un

der

th

e o

bje

ct o

f th

e p

rep

osi

tio

n.

1.

You

pla

y a

viol

in w

ith a

bow

.

2.

A v

iolin

bow

is m

ade

of h

orse

hair.

3.

Exc

elle

nt v

iolin

s ar

e m

ade

by s

kille

d cr

afts

peo

ple

.

4.

Vio

linis

ts a

djus

t th

e bo

w fo

r a

good

ton

e.

5.

The

vio

lin r

ests

on

the

pla

yer’s

sho

ulde

r.

Co

mp

lete

eac

h s

ente

nce

by

add

ing

a p

rep

osi

tio

nal

ph

rase

. Use

th

e w

ord

or

wo

rds

in

par

enth

eses

( )

in t

he

ph

rase

.

6.

We

go

(co

ncer

t)

7.

The

hig

h sc

hool

ban

d p

lays

(

scho

ol)

8.

Ple

ase

do n

ot t

alk

(p

erfo

rman

ce)

9.

The

tru

mp

et p

laye

r si

ts

(sa

xop

hone

pla

yer)

10.

The

mus

icia

ns w

arm

up

(

show

)

11.

We

retu

rn t

o ou

r se

ats

(in

term

issi

on)

12.

I t

ake

viol

in le

sson

s (

neig

hbor

)

13.

Mus

ic c

lass

es t

ake

pla

ce

(co

mm

unity

cen

ter)

14.

You

can

pra

ctic

e (

room

)

15.

The

vio

lin b

ow m

oves

(

strin

gs)

Wri

te d

irec

tio

ns

that

des

crib

e h

ow

to

get

fro

m y

ou

r h

ou

se t

o y

ou

r sc

ho

ol.

Use

on

e p

rep

osi

tio

nal

ph

rase

in e

ach

sen

ten

ce. H

int:

incl

ud

e la

nd

mar

ks t

hat

yo

u p

ass

bef

ore

yo

u m

ake

imp

ort

ant

turn

s.

Poss

ible

resp

onse

s ar

e sh

own.

to a

con

cert.

for t

he w

hole

sch

ool.

durin

g th

e pe

rform

ance

.

besi

de th

e sa

xoph

one

play

er.

befo

re th

e sh

ow.

afte

r the

inte

rmis

sion

.

from

my

neig

hbor

.

at th

e co

mm

unity

cen

ter.

in y

our r

oom

.

acro

ss th

e st

rings

.

Acce

pt re

ason

able

resp

onse

s.

19G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_019

.indd

199/

18/0

66:

06:5

0PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

ePr

epo

siti

on

al

Phra

ses

Less

on

6W

rite

eac

h s

ente

nce

by

add

ing

an

ap

pro

pri

ate

pre

po

siti

on

.

1.

We

act

dra

ma

clas

s.

2.

The

sta

ge m

anag

er w

orks

t

he s

cene

s.

3.

We

rehe

arse

one

last

tim

e t

he p

erfo

rman

ce.

4.

The

tea

cher

hel

ps

the

sho

w.

Ch

oo

se t

he

corr

ect

pre

po

siti

on

an

d r

ewri

te e

ach

sen

ten

ce.

5.

Jul

io h

as a

par

t (in

, int

o) t

he c

lass

pla

y.

6.

The

new

set

diff

ers

(fro

m, f

or)

the

last

one

.

7.

The

dire

ctor

cho

oses

(be

twee

n, a

mon

g) fo

ur s

tude

nts

for

the

lead

rol

e.

8.

Jul

io s

tand

s (b

esid

e, b

esid

es)

Ann

a in

the

op

enin

g sc

ene.

9.

Ann

a si

ts (

betw

een,

am

ong)

Mar

ie a

nd H

ecto

r.

10.

The

tea

cher

tel

ls t

he s

tude

nts

to c

hang

e (in

, int

o) t

heir

cost

umes

.

Poss

ible

resp

onse

s ar

e sh

own.

We

act i

n dr

ama

clas

s.

The

stag

e m

anag

er w

orks

beh

ind

the

scen

es.

We

rehe

arse

one

last

tim

e be

fore

the

perfo

rman

ce.

The

teac

her h

elps

dur

ing

the

show

.

Julio

has

a p

art i

n th

e cl

ass

play

.

The

new

set

diff

ers

from

the

last

one

.

The

dire

ctor

cho

oses

am

ong

four

stu

dent

s fo

r the

lead

role

.

Julio

sta

nds

besi

de A

nna

in th

e op

enin

g sc

ene.

Anna

sits

bet

wee

n M

arie

and

Hec

tor.

The

teac

her t

ells

the

stud

ents

to c

hang

e in

to th

eir c

ostu

mes

.

20G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_020

.indd

209/

9/06

9:25

:53

AM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

6

(1) M

any

mu

sica

ls h

ave

bee

n b

rou

gh

t to

Bro

adw

ay t

hea

ters

. (2) S

om

e

beg

an a

s an

imat

ed m

usi

cals

mad

e fo

r th

e m

ovi

e sc

reen

. (3) B

ecau

se o

f th

eir

succ

ess,

sev

eral

of

thes

e m

usi

cals

hav

e b

een

ad

apte

d f

or

the

thea

ter.

(4) Th

e

fan

tast

ic c

ost

um

es o

f th

e m

usi

cal I

saw

last

wee

k w

ere

des

ign

ed

Juli

e T

aym

or.

(5) Th

e

cost

um

es h

ad p

up

pet

-lik

e p

arts

wit

h c

om

ple

x .

(6)

th

e m

usi

cal I

saw

in M

ay a

nd

th

e o

ne

I sa

w la

st w

eek

, I li

ked

th

e

on

e I

saw

in M

ay b

ette

r.

1.

Whi

ch is

the

pre

pos

ition

al p

hras

e in

Sen

tenc

e 1?

AM

any

mus

ical

sB

have

bee

nC

to B

road

way

the

ater

sD

Broa

dway

the

ater

s

2.

Whi

ch a

re t

he o

bjec

ts o

f the

p

rep

ositi

ons

in S

ente

nce

2?A

Som

e, m

usic

als

Ban

imat

ed, s

cree

nC

anim

ated

, mus

ical

sD

mus

ical

s, s

cree

n

3.

Whi

ch p

rep

ositi

on w

ould

be

BEST

in

the

bla

nk in

Sen

tenc

e 4?

Aas

Bby

Cbe

hind

Daf

ter

4.

Whi

ch a

re t

he p

rep

ositi

ons

in S

ente

nce

3?A

of, o

f, fo

rB

Beca

use,

for

Cse

vera

l, fo

rD

succ

ess,

the

ater

5.

Whi

ch p

rep

ositi

on b

elon

gs in

the

bl

ank

in S

ente

nce

6?A

Thro

ugh

BA

mon

gC

Betw

een

DBe

side

6.

Whi

ch o

f the

follo

win

g is

mis

sing

in

Sent

ence

5?

Aa

dire

ct o

bjec

tB

a co

mm

aC

an o

bjec

t of

the

pre

pos

ition

Da

pre

pos

ition

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

Gra

mm

ar–W

riti

ng

C

on

nec

tio

n

21G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_021

.indd

219/

9/06

9:26

:31

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e Pr

epo

siti

on

al

Phra

ses

Less

on

6C

om

ple

te e

ach

sen

ten

ce. T

hen

lab

el w

hat

yo

u w

rote

as

a pr

epos

itio

nal p

hras

e, p

repo

siti

on, o

r ob

ject

.

1.

Mus

ical

the

ater

com

bine

s st

ory,

son

g, a

nd d

ance

o

ne s

tage

.

2.

The

plo

t a

mus

ical

is s

imp

le.

3.

Man

y m

usic

als

end

.

4.

Mus

ical

s ar

e of

ten

base

d b

ooks

or

hist

oric

al e

vent

s.

5.

Man

y p

eop

le e

njoy

see

ing

a sh

ow w

ith t

heir

.

Rew

rite

eac

h s

ente

nce

by

add

ing

a p

rep

osi

tio

nal

ph

rase

. Use

th

e w

ord

s in

p

aren

thes

es (

) in

th

e p

hra

se.

6.

I li

sten

. (co

ncer

t)

7.

The

sym

pho

ny p

lays

. (fir

ewor

ks)

8.

The

city

bro

adca

st t

he s

ymp

hony

. (ra

dio)

9.

We

stay

ed. (

end)

10.

Let

’s m

ove.

(st

age)

Poss

ible

resp

onse

s ar

e sh

own.

on; p

repo

sitio

n

of; p

repo

sitio

n

with

a fi

nale

; pre

posi

tiona

l phr

ase

on; p

repo

sitio

n

fam

ily; o

bjec

t

Poss

ible

resp

onse

s ar

e sh

own.

I lis

ten

to a

con

cert.

Durin

g th

e fir

ewor

ks, t

he s

ymph

ony

play

s.

The

city

bro

adca

st th

e sy

mph

ony

on th

e ra

dio.

We

stay

ed u

ntil

the

end.

Let’s

mov

e ne

ar th

e st

age. 22

Gra

mm

ar P

ract

ice

Bo

ok

RXE

NL0

8AW

K61_

GPB

_022

.indd

22

9/9/

06

9:28

:05

AM

© H

arco

urt

• G

rade

6

Nam

eC

lau

ses

and

Ph

rase

s; C

om

ple

x Se

nte

nce

s

Less

on

7U

nd

erlin

e th

e in

dep

end

ent

clau

ses

on

ce a

nd

th

e d

epen

den

t cl

ause

s tw

ice.

Cir

cle

the

ph

rase

s.

1.

Our

foot

ball

team

is p

roud

bec

ause

the

tea

m is

und

efea

ted.

2.

Aft

er K

aree

m h

urt

his

ankl

e, h

e ha

d to

sit

on t

he b

ench

.

3.

The

cro

wd

chee

red

as S

ean

mad

e th

e w

inni

ng t

ouch

dow

n.

4.

Bec

ause

tor

nado

es a

re n

ear

the

city

, th

e ga

me

was

can

cele

d.

5.

The

qua

rter

back

dis

cuss

ed t

he n

ext

pla

ys w

hile

the

tea

m h

uddl

ed.

6.

Coa

ch P

erez

cal

led

a tim

eout

whe

n th

e op

pos

ing

team

sco

red

a to

uchd

own.

Un

der

line

each

sub

ord

inat

ing

co

nju

nct

ion

. Th

en r

ewri

te e

ach

sen

ten

ce t

o c

orr

ect

the

pun

ctua

tio

n.

7.

Yvo

nne

liked

pla

ying

foot

ball

so m

uch;

tha

t sh

e tr

ied

out

for

the

high

sch

ool t

eam

.

8.

Bec

ause

Tom

cau

ght

the

ball

in t

he e

nd z

one

his

team

sco

red

six

poi

nts.

9.

Alth

ough

Hec

tor

fum

bled

the

bal

l; th

e te

am w

as a

head

six

poi

nts.

10.

Whe

n a

pla

yer

mad

e a

per

sona

l fou

l the

tea

m g

ot a

pen

alty

.

11.

The

tea

m g

ot a

poi

nt, b

ecau

se W

ill k

icke

d th

e ba

ll be

twee

n th

e go

al p

osts

.

12.

Whe

n th

e te

am s

core

d a

goal

the

fans

che

ered

loud

er.

Yvon

ne li

ked

play

ing

foot

ball

so m

uch

that

she

trie

d ou

t

for t

he h

igh

scho

ol te

am.

Beca

use

Tom

cau

ght t

he b

all i

n th

e en

d zo

ne, h

is te

am s

core

d si

x

po

ints

.

Alth

ough

Hec

tor f

umbl

ed th

e ba

ll, th

e te

am w

as a

head

six

poi

nts.

Whe

n a

play

er m

ade

a pe

rson

al fo

ul, t

he te

am g

ot a

pen

alty

.

The

team

got

a p

oint

bec

ause

Will

kic

ked

the

ball

betw

een

the

goa

l pos

ts.

Whe

n th

e te

am s

core

d a

goal

, the

fans

che

ered

loud

er.

23G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_023

.indd

239/

9/06

9:29

:36

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eC

lau

ses

and

Ph

rase

s; C

om

ple

x Se

nte

nce

s

Less

on

7R

ewri

te e

ach

pai

r o

f se

nte

nce

s to

mak

e o

ne

com

ple

x se

nte

nce

. Use

th

e su

bo

rdin

atin

g c

on

jun

ctio

n in

par

enth

eses

( )

.

1.

The

bat

ter

has

thre

e st

rikes

. He

is o

ut. (

whe

n)

2.

The

bat

ter

hit

a ho

me

run.

He

ran

all t

he w

ay t

o ho

me

pla

te. (

beca

use)

3.

The

pla

yers

on

base

get

rea

dy t

o ru

n. T

heir

team

mat

e is

at

bat.

(w

hile

)

4.

The

pitc

her

thro

ws

the

ball

to s

econ

d ba

se. H

e no

tices

a p

laye

r tr

ying

to

stea

l a b

ase.

(b

ecau

se)

5.

The

um

pire

say

s “s

afe.

” Th

e te

am r

emai

ns a

t ba

t. (

afte

r)

Rew

rite

eac

h p

air

of

sen

ten

ces

to m

ake

a co

mp

lex

sen

ten

ce. U

se a

sub

ord

inat

ing

co

nju

nct

ion

an

d a

co

mm

a w

hen

nee

ded

.

6.

The

bat

ter

got

to fi

rst

base

. The

pitc

her

thre

w fo

ur b

ad p

itche

s.

7.

Thi

rd b

ase

is a

fiel

d p

ositi

on. I

t is

a d

efen

sive

pos

ition

.

8.

The

Bea

rs o

ften

sco

re t

he m

ost

runs

. The

y ar

e no

t th

e be

st t

eam

in t

he le

ague

.

9.

Jen

na is

the

cat

cher

. She

sq

uats

beh

ind

hom

e p

late

.

10.

The

cat

cher

cat

ches

a fo

ul b

all b

efor

e it

hits

the

gro

und.

The

bat

ter

is o

ut.

Poss

ible

resp

onse

s ar

e sh

own.

Whe

n th

e ba

tter h

as th

ree

strik

es, h

e is

out

.

The

batte

r ran

all

the

way

to h

ome

plat

e be

caus

e he

hit

a ho

me

run

The

play

ers

on b

ase

get r

eady

to ru

n w

hile

thei

r tea

mm

ate

is a

t bat

Beca

use

the

pitc

her n

otic

es a

pla

yer t

ryin

g to

ste

al s

econ

d ba

se, h

e th

row

s th

e ba

ll to

the

base

.

Afte

r the

um

pire

say

s “s

afe,

” th

e te

am re

mai

ns a

t bat

.

Poss

ible

resp

onse

s ar

e sh

own.

The

batte

r got

to fi

rst b

ase

beca

use

the

pitc

her t

hrew

four

bad

pi

tche

s.Si

nce

third

bas

e is

a fi

eld

posi

tion,

it is

a d

efen

sive

pos

ition

.

Alth

ough

the

Bear

s of

ten

scor

e th

e m

ost r

uns,

they

are

not

the

best

team

in th

e le

ague

.Be

caus

e Je

nna

is th

e ca

tche

r, sh

e sq

uats

beh

ind

hom

e pl

ate.

Whe

n th

e ca

tche

r cat

ches

a fo

ul b

all b

efor

e it

hits

the

grou

nd,

the

batte

r is

out.

24G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_024

.indd

249/

9/06

9:30

:30

AM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

7

(1) I

n m

ost

co

un

trie

s, p

eop

le c

all t

he

gam

e o

f so

ccer

foot

ball.

(2) S

ince

man

y

cou

ntr

ies

hav

e fo

otb

all t

eam

s, t

her

e is

mu

ch c

om

pet

itio

n le

adin

g to

th

e W

orl

d

Cu

p. (3

) Lik

e th

e O

lym

pic

s, t

he

Wo

rld

Cu

p is

hel

d e

very

fo

ur

year

s. (4

) Th

e W

orl

d

Cu

p is

diff

ere

nt

fro

m t

he

Oly

mp

ics

bec

ause

all

of

the

bes

t at

hle

tes

pla

y. (5

) Th

e

Wo

rld

Cu

p F

inal

s is

a f

ou

r-w

eek

to

urn

amen

t in

wh

ich

32

nat

ion

s co

mp

ete.

(6) F

oo

tbal

l fan

s w

orl

dw

ide

wat

ch t

he

fi n

als

it

is a

ver

y p

op

ula

r ev

ent.

1.

Whi

ch B

EST

desc

ribes

Sen

tenc

e 1?

AIt

is a

com

pou

nd s

ente

nce.

BIt

is a

com

ple

x se

nten

ce.

CIt

is a

sim

ple

sen

tenc

e.D

It is

a c

omm

a sp

lice.

2.

Whi

ch s

ente

nce

does

NO

T ha

ve a

de

pen

dent

cla

use?

ASe

nten

ce 1

B

Sent

ence

2

CSe

nten

ce 4

DSe

nten

ce 5

3.

Whi

ch b

egin

s Se

nten

ce 3

?A

a de

pen

dent

cla

use

Ban

inde

pen

dent

cla

use

Ca

phr

ase

Da

subo

rdin

atin

g co

njun

ctio

n

4.

Whi

ch B

EST

desc

ribes

Sen

tenc

e 2?

AIt

is a

com

pou

nd s

ente

nce.

BIt

is a

com

ple

x se

nten

ce.

CIt

is a

sim

ple

sen

tenc

e.D

It is

a c

omm

a sp

lice.

5.

Whi

ch is

the

sub

ordi

natin

g co

njun

ctio

n in

Sen

tenc

e 4?

Abe

caus

eB

all

Cfr

omD

diffe

rent

6.

Whi

ch s

ubor

dina

ting

conj

unct

ion

shou

ld b

e in

sert

ed in

Sen

tenc

e 6?

Aw

hich

Bw

hen

Cal

thou

ghD

beca

use

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

Gra

mm

ar–W

riti

ng

C

on

nec

tio

n

25G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_025

.indd

259/

9/06

9:31

:07

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e C

lau

ses

and

Ph

rase

s; C

om

ple

x Se

nte

nce

s

Less

on

7U

nd

erlin

e ea

ch d

epen

den

t cl

ause

an

d c

ircl

e ea

ch

sub

ord

inat

ing

co

nju

nct

ion

.

1.

A b

aske

tbal

l gam

e st

arts

with

a ju

mp

bal

l, w

hen

each

of t

wo

opp

osin

g p

laye

rs t

ries

to t

ap t

he b

all t

o a

team

mat

e.

2.

Whe

n th

e ho

me

team

foul

ed, w

e go

t to

sho

ot fr

ee t

hrow

s.

3.

Alth

ough

Jess

ica

is u

sual

ly a

goo

d sh

oote

r, sh

e m

isse

d th

is t

ime.

4.

A g

ame,

whe

n it

is p

laye

d in

the

NBA

, has

48

min

utes

of p

layi

ng t

ime.

5.

Bec

ause

bas

ketb

all i

s su

ch a

pop

ular

sp

ort,

it is

diff

icul

t to

get

tic

kets

to

a ga

me.

Wri

te e

ach

pai

r o

f se

nte

nce

s as

on

e co

mp

lex

sen

ten

ce, u

sin

g a

sub

ord

inat

ing

co

nju

nct

ion

. Ad

d c

om

mas

wh

ere

nee

ded

.

6.

Our

pla

yer

was

out

of b

ound

s. T

he o

ther

tea

m p

ut t

he b

all b

ack

in p

lay.

7.

The

bal

l wen

t in

to t

he b

aske

t, a

nd b

ounc

ed o

ut. W

e di

d no

t sc

ore.

8.

Kel

ly is

sm

all.

She

is a

ver

y st

rong

pla

yer.

9.

Thi

s is

an

imp

orta

nt g

ame.

We

will

try

to

pla

y ou

r be

st.

10.

Bot

h te

ams

had

the

sam

e sc

ore.

At

the

end

the

gam

e w

ent

into

ove

rtim

e.

Poss

ible

resp

onse

s ar

e sh

own.

Sinc

e ou

r pla

yer w

as o

ut o

f bou

nds,

the

othe

r tea

m p

ut th

e ba

ll ba

ck

in p

lay.

Whe

n th

e ba

ll w

ent i

nto

the

bask

et a

nd b

ounc

ed o

ut, w

e di

d no

t

scor

e.

Alth

ough

Kel

ly is

sm

all,

she

is a

ver

y st

rong

pla

yer.

Sinc

e th

is is

an

impo

rtant

gam

e, w

e w

ill tr

y to

pla

y ou

r bes

t.

Beca

use

both

team

s ha

d th

e sa

me

scor

e at

the

end,

the

gam

e

w

ent i

nto

over

time.

26G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_026

.indd

26

9/9/

06

9:33

:00

AM

© H

arco

urt

• G

rade

6

Nam

eC

om

po

un

d-

Co

mp

lex

Sen

ten

ces

Less

on

8D

raw

on

e lin

e un

der

th

e in

dep

end

ent

clau

se a

nd

tw

o li

nes

un

der

th

e d

epen

den

t cl

ause

.

1.

Not

man

y p

eop

le c

hoos

e to

live

in A

lask

a, b

ecau

se t

he w

inte

rs a

re s

o ha

rsh.

2.

Ala

ska

was

a t

errit

ory

of t

he U

nite

d St

ates

unt

il it

form

ally

bec

ame

a st

ate

in 1

959.

3.

Man

y A

lask

ans

live

in A

ncho

rage

, whe

re t

here

are

a g

reat

var

iety

of a

vaila

ble

jobs

.

4.

Anc

hora

ge h

as a

mild

clim

ate

that

can

be

ple

asan

t in

the

sp

ring

and

sum

mer

.

5.

The

dow

ntow

n ce

nter

of A

ncho

rage

has

won

derf

ul r

esta

uran

ts, w

hich

mak

es t

he

city

a n

ice

pla

ce t

o liv

e.

Lab

el e

ach

sen

ten

ce a

s co

mpo

und,

com

plex

, or

com

poun

d-co

mpl

ex.

6.

The

cap

ital o

f Ala

ska

is Ju

neau

, whi

ch is

loca

ted

in t

he s

outh

east

ern

par

t of

the

sta

te.

7.

Jun

eau

is t

he s

tate

cap

ital,

and

the

Ala

ska

Stat

e M

useu

m is

the

re.

8.

Bec

ause

the

tem

per

atur

e of

ten

fluct

uate

s an

d th

ere

are

vary

ing

amou

nts

of s

now

, Ju

neau

has

an

ever

cha

ngin

g cl

imat

e an

d co

nditi

ons

can

be u

npre

dict

able

.

9.

Unt

il th

e m

id-1

800s

the

nat

ives

fish

ed t

he r

ich

salm

on r

iver

s, b

ut t

hen

pro

spec

tors

he

ard

rum

ors

of g

old

in t

he m

ount

ains

aro

und

June

au.

10.

Bec

ause

June

au is

in a

rai

n fo

rest

, it

gets

muc

h m

ore

rain

tha

n ot

her

par

ts o

f Ala

ska,

th

eref

ore

it is

not

sub

ject

to

as m

any

fore

st fi

res

as t

he r

est

of t

he s

tate

.

com

plex

com

poun

d

com

poun

d-co

mpl

ex

com

poun

d

com

poun

d-co

mpl

ex

27G

ram

mar

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ctic

e B

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k

RXE

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20/0

61:

02:3

4PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eC

om

po

un

d-

Co

mp

lex

Sen

ten

ces

Less

on

8C

om

ple

te t

he

com

po

und

-co

mp

lex

sen

ten

ces

by

add

ing

co

nju

nct

ion

s an

d c

om

mas

wh

ere

nee

ded

.

1.

s

now

mob

iles

have

rep

lace

d do

gsle

ds fo

r tr

ansp

ort

in A

lask

a,

p

eop

le s

till u

se s

leds

for

raci

ng

the

sp

ort

has

beco

me

very

p

opul

ar.

2.

The

driv

er h

as s

ix s

led

dogs

on

her

team

S

heba

is h

er fa

vorit

e

she

is t

he s

tron

gest

.

3.

s

led

dogs

hav

e th

ick

coat

s, t

hey

can

surv

ive

in c

old

tem

per

atur

es

the

y ar

e w

ell s

uite

d to

livi

ng in

Ala

ska.

4.

The

Idita

rod

is a

fam

ous

dogs

led

race

t

akes

pla

ce e

very

yea

r

it s

tret

ches

mor

e th

an 1

,150

mile

s.

5.

t

he Id

itaro

d w

as fi

rst

pro

pos

ed in

197

3, m

any

belie

ved

it co

uld

no

t be

don

e 2

2 te

ams

com

ple

ted

the

race

tha

t ye

ar.

6.

m

ost

com

pet

itors

are

men

, wom

en a

lso

com

pet

e in

the

Idita

rod

in 1

985

Libb

y Ri

ddle

s w

as t

he fi

rst

wom

an t

o w

in.

Mak

e ea

ch s

ente

nce

into

a c

om

po

und

-co

mp

lex

sen

ten

ce b

y fo

llow

ing

th

e d

irec

tio

ns

in p

aren

thes

es (

).

7.

Dog

sled

driv

ers

are

calle

d m

ushe

rs, a

nd t

hey

com

man

d a

grea

t de

al o

f res

pec

t,

(A

dd a

dep

ende

nt c

laus

e.)

8.

Bec

ause

mus

hers

sp

end

so m

uch

time

trai

ning

the

ir do

gs,

(A

dd t

wo

inde

pen

dent

cla

uses

.)

9.

Alth

ough

mus

hers

hav

e di

ffere

nt s

trat

egie

s fo

r ru

nnin

g th

e ra

ce,

(A

dd t

wo

inde

pen

dent

cla

uses

.)

10.

Som

e fo

rmer

Idita

rod

win

ners

hav

e m

oved

to

Ala

ska,

and

the

y ha

ve o

pen

ed s

choo

ls

(A

dd a

dep

ende

nt c

laus

e.)

Poss

ible

resp

onse

s ar

e sh

own.

Poss

ible

resp

onse

s ar

e sh

own.

beca

use

wha

t the

y do

is v

ery

diffi

cult.

they

und

erst

and

thei

r dog

s, a

nd th

ey

ofte

n th

ink

of th

em a

s fa

mily

.

beca

use

Alth

ough

, and

, but

Beca

use

, and

that

, and

Whe

n, b

utAl

thou

gh, a

nd

they

mus

t fol

low

cer

tain

rule

s, a

nd

they

mus

t hav

e ce

rtain

equ

ipm

ent.

whe

re th

ey tr

ain

sled

dog

s.

28G

ram

mar

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ctic

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9/06

9:35

:47

AM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

8

(1) I

f th

e sn

ow

fall

slo

ws,

tel

l th

e m

ush

er. (2

) Sh

e w

ill p

rep

are

the

do

gs.

(3) Th

o

ugh

mo

re s

no

w is

exp

ecte

d, s

he

can

mak

e it

th

rou

gh

, an

d s

he’

ll

del

iver

th

e su

pp

lies

. (4) W

e al

l ho

pe

the

wea

ther

wil

l be

bet

ter,

bu

t w

e’ve

pre

par

ed f

or

the

wo

rst.

(5) B

ecau

se t

he

wea

ther

her

e ca

n b

e u

np

red

icta

ble

,

we

thin

k it

bes

t to

exe

rcis

e ca

uti

on

. (6) W

hen

th

e m

ush

er f

eels

co

nfi

den

t,

we

wil

l ask

her

to

leav

e, a

nd

sh

e ca

n b

egin

her

jou

rney

.

1.

Whi

ch is

tru

e ab

out

the

unde

rline

d w

ords

in S

ente

nce

1?A

They

form

a d

epen

dent

cla

use.

BTh

ey a

re p

art

of a

com

pou

nd

sent

ence

.C

They

form

an

inde

pen

dent

cla

use.

DTh

ey a

re p

art

of a

com

pou

nd-

com

ple

x se

nten

ce.

2.

How

cou

ld t

he s

tude

nt c

orre

ctly

co

mbi

ne S

ente

nces

1 a

nd 2

?A

If th

e sn

owfa

ll sl

ows,

tel

l the

m

ushe

r, sh

e w

ill p

rep

are

the

dogs

.B

If th

e sn

owfa

ll sl

ows

tell

the

mus

her,

and;

she

will

pre

par

e th

e do

gs.

CIf

the

snow

fall

slow

s, t

ell t

he

mus

her,

and

she

will

pre

par

e th

e do

gs.

DIf

the

snow

fall

slow

s te

ll th

e m

ushe

r an

d sh

e, w

ill p

rep

are

the

dogs

.

3.

Whi

ch c

hang

e, if

any

, sho

uld

be m

ade

to S

ente

nce

3?A

Del

ete

both

com

mas

.B

Cha

nge

the

com

mas

to

sem

icol

ons.

CD

elet

e th

e w

ord

and.

DM

ake

no c

hang

e.

4.

Whi

ch t

ype

of s

ente

nce

is S

ente

nce

4?A

sim

ple

sen

tenc

eB

com

pou

nd s

ente

nce

Cco

mp

lex

sent

ence

Dco

mp

ound

-com

ple

x se

nten

ce

5.

The

und

erlin

ed w

ords

in S

ente

nce

5 .

Afo

rm a

dep

ende

nt c

laus

eB

are

par

t of

a s

imp

le s

ente

nce

Cfo

rm a

n in

dep

ende

nt c

laus

eD

are

par

t of

a c

omp

ound

sen

tenc

e

6.

Whi

ch t

ype

of s

ente

nce

is S

ente

nce

6?

Asi

mp

le s

ente

nce

Bco

mp

ound

sen

tenc

eC

com

ple

x se

nten

ceD

com

pou

nd-c

omp

lex

sent

ence

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

Gra

mm

ar–W

riti

ng

C

on

nec

tio

n

29G

ram

mar

Pra

ctic

e B

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k

RXE

NL0

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18/0

66:

07:1

2PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e C

om

po

un

d-

Co

mp

lex

Sen

ten

ces

Less

on

8U

nd

erlin

e th

e in

dep

end

ent

clau

ses,

an

d c

ircl

e th

e d

epen

den

t cl

ause

s.

1.

Whe

n w

e le

ave

, you

can

driv

e, a

nd w

e w

ill s

it in

the

bac

k se

at.

2.

We

wan

t to

see

all

the

sigh

ts, i

f it

is o

kay

with

you

, an

d th

en w

e w

ill h

ead

back

.

3.

Bec

ause

Ala

ska

is b

ig ,

we

cann

ot s

ee e

very

thin

g, b

ut le

t’s s

ee a

s m

uch

as p

ossi

ble.

4.

The

cam

era

is o

ut o

f film

, but

whe

n w

e fin

d a

stor

e , w

e ca

n bu

y m

ore.

5.

Tho

ugh

we

won

’t s

ee a

ll th

e si

ghts

, w

e w

ill e

njoy

the

trip

, and

we

will

tak

e p

hoto

s.

6.

If w

e ge

t lo

st ,

we

can

stop

, and

the

n w

e ca

n as

k fo

r di

rect

ions

.

Co

mb

ine

each

set

of

thre

e se

nte

nce

s to

wri

te a

co

mp

oun

d-c

om

ple

x se

nte

nce

.

7.

Tem

per

atur

es a

re c

old

in A

lask

a. T

hey

get

war

mer

in t

he s

umm

er. M

any

peo

ple

en

joy

Ala

ska

durin

g th

e su

mm

er.

8.

It

can

be d

iffic

ult

to t

rave

l in

Ala

ska

durin

g th

e w

inte

r. Th

e te

rrai

n is

icy.

Man

y p

eop

le

visi

t du

ring

othe

r se

ason

s.

9.

Man

y p

eop

le e

njoy

livi

ng in

Ala

ska.

The

y lik

e th

e br

eath

taki

ng s

ight

s. T

hey

are

will

ing

to p

ut u

p w

ith t

he lo

ng w

inte

rs.

10.

Jun

eau

is d

iffic

ult

to g

et t

o. It

can

onl

y be

rea

ched

by

air

or s

ea. T

here

are

no

road

s to

or

from

the

city

.

Poss

ible

resp

onse

s ar

e sh

own.

Alth

ough

tem

pera

ture

s ar

e co

ld in

Ala

ska,

they

get

war

mer

in

the

sum

mer

, and

man

y pe

ople

enj

oy A

lask

a th

en.

Beca

use

the

terr

ain

is ic

y, it

can

be

diffi

cult

to tr

avel

in A

lask

a du

ring

the

win

ter,

so m

any

peop

le v

isit

durin

g ot

her s

easo

ns.

Beca

use

they

like

the

brea

thta

king

sig

hts,

man

y pe

ople

enj

oy li

ving

in A

lask

a, a

nd th

ey a

re w

illin

g to

put

up

with

the

long

win

ters

.

June

au is

diff

icul

t to

get t

o, a

nd it

can

onl

y be

reac

hed

by

air o

r sea

bec

ause

ther

e ar

e no

road

s to

or f

rom

the

city

.

30G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_030

.indd

30

9/9/

06

9:39

:50

AM

© H

arco

urt

• G

rade

6

Nam

eC

om

mo

n a

nd

Pr

op

er N

ou

ns

Less

on

9U

nd

erlin

e co

mm

on

no

uns

on

ce a

nd

pro

per

no

uns

twic

e.

1.

Rin

gwoo

d Fo

rest

pro

vide

s sh

elte

r fo

r m

any

anim

als.

2.

Dee

r an

d el

k fin

d fo

od n

ear

Lake

Hia

wat

ha.

3.

Bea

rs lo

ok fo

r fo

od b

efor

e th

e w

inte

r co

mes

.

4.

Bob

Gre

co is

a fo

rest

ran

ger

who

mon

itors

pla

nts

and

anim

als

at C

helly

Can

yon.

5.

Hik

ers

exp

lore

Bot

tom

s C

reek

with

Julia

Cha

n, t

he n

ew g

uide

in t

he p

ark.

Rew

rite

eac

h s

ente

nce

by

usin

g c

orr

ect

cap

ital

izat

ion

an

d a

bb

revi

atio

ns

for

the

titl

es o

f p

eop

le.

6.

mis

ter

gree

ne is

our

gui

de o

n th

e fie

ld t

rip t

o br

andy

win

e cr

eek

stat

e p

ark.

7.

On

the

bus

ride

to t

he p

ark,

our

tea

cher

, mis

tres

s ra

mire

z, t

alks

abo

ut fo

rest

s.

8.

pro

fess

or g

alon

say

s w

e m

ight

stil

l see

bea

vers

and

elk

in n

ovem

ber.

9.

key

sha’

s fa

ther

, doc

tor

tayl

or, i

s a

par

ent

chap

eron

e.

10.

Wha

t a

surp

rise

to s

ee g

over

nor

will

iam

s on

a h

ike

with

ste

ve b

aine

s, o

ur fa

vorit

e na

tura

list!

Wri

te a

par

agra

ph

ab

ou

t a

fiel

d t

rip

. Use

co

rrec

t ca

pit

aliz

atio

n a

nd

ab

bre

viat

ion

s fo

r ti

tles

of

peo

ple

.

Mr.

Gree

ne is

our

gui

de o

n th

e fie

ld tr

ip to

Bra

ndyw

ine

Cree

k St

ate

Park

.

Keys

ha’s

fath

er, D

r. Ta

ylor

, is

a pa

rent

cha

pero

ne.

Wha

t a s

urpr

ise

to s

ee G

ov. W

illia

ms

on a

hik

e w

ith S

teve

Bain

es, o

ur fa

vorit

e na

tura

list!

Acce

pt re

ason

able

resp

onse

s.

On th

e bu

s rid

e to

the

park

, our

teac

her,

Mrs

. Ram

irez,

talk

s

abou

t for

ests

.

Prof

. Gal

on s

ays

we

mig

ht s

till s

ee b

eave

rs a

nd e

lk in

No

vem

ber.

31G

ram

mar

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ctic

e B

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9/06

9:45

:51

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eC

om

mo

n a

nd

Pr

op

er N

ou

ns

Less

on

9M

atch

th

e ab

bre

viat

ion

wit

h t

he

no

un.

1.

inc

h

a. p

t.

2.

fee

t

b. c

m

3.

yar

d

c. g

al.

4.

met

er

d.

Jan

.

5.

kilo

met

er

e.

yd.

6.

cen

timet

er

f.

ft.

7.

Jan

uary

g. i

n.

8.

pin

t

h. m

9.

gal

lon

i.

km

10.

oun

ce

j.

St.

11.

gra

m

k.

g

12.

Thu

rsda

y

l. Th

urs.

13.

Str

eet

m

. oz

.

In e

ach

sen

ten

ce, f

ind

th

e w

ord

or

wo

rds

that

can

be

abb

revi

ated

. W

rite

th

e ab

bre

viat

ion

s.

14.

The

sta

te s

cien

ce fa

ir is

on

Febr

uary

16.

15.

The

add

ress

of t

he fa

ir is

100

0 Li

ncol

n Av

enue

, San

Fra

ncis

co, C

alifo

rnia

.

16.

The

form

sai

d st

uden

ts m

ust

set

up t

heir

exhi

bits

on

Frid

ay.

17.

Eac

h st

uden

t ge

ts a

tab

le t

hat

is 3

6 in

ches

long

and

12

inch

es w

ide.

18.

The

tab

le c

an h

old

25 p

ound

s.

g

Feb.

f e h i b d a c m k l j

Ave.

, CA

Fri.

in.

lbs.

32G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_032

.indd

329/

18/0

66:

07:2

3PM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

9

(1) I

wen

t ca

mp

ing

wit

h m

y fa

mil

y at

Jed

edia

h S

mit

h R

edw

oo

d S

tate

Par

k la

st

Su

mm

er. (2

) We

left

on

Au

gust

6. (3

) Th

e p

ark

was

ab

ou

t 2

00

mi.

no

rth

wes

t o

f o

ur

ho

use

. (4) I

t to

ok

us

mo

re t

han

fo

ur

ho

urs

to

get

th

ere.

(5) W

e ca

mp

ed a

t B

ald

Hil

ls

mo

un

tain

, wes

t o

f so

uth

Fo

rk R

oad

. (6) A

t th

e ca

mp

site

, Mr.

Her

nan

dez

gav

e u

s a

map

of

the

par

k a

nd

a li

st o

f ac

tivi

ties

.

1.

Whi

ch w

ord

in S

ente

nce

1 sh

ould

be

low

erca

se?

ARe

dwoo

dB

Stat

eC

Park

DSu

mm

er

2.

Whi

ch is

the

cor

rect

abb

revi

atio

n fo

r th

e un

derli

ned

wor

d in

Sen

tenc

e 2?

AA

gst.

BA

ug.

CA

GD

Au.

3.

Whi

ch s

houl

d re

pla

ce t

he a

bbre

viat

ion

mi.

in S

ente

nce

3?A

mile

sB

mill

igra

ms

Cm

illili

ters

Dm

inut

es

4.

Whi

ch w

ord

coul

d be

abb

revi

ated

in

Sen

tenc

e 4?

Afo

urB

hour

sC

get

Dth

ere

5.

Whi

ch t

wo

wor

ds s

houl

d be

ca

pita

lized

in S

ente

nce

5?A

cam

ped

, mou

ntai

nB

mou

ntai

n, w

est

Cm

ount

ain,

sou

thD

wes

t, s

outh

6.

How

man

y no

uns

are

in S

ente

nce

6?A

thre

eB

four

Cfiv

eD

six

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

ch

oo

se t

he

bes

t an

swer

to

eac

h q

uest

ion

th

at f

ollo

ws.

Gra

mm

ar–W

riti

ng

C

on

nec

tio

n

33G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_033

.indd

339/

9/06

9:47

:16

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e C

om

mo

n a

nd

Pr

op

er N

ou

ns

Less

on

9R

ewri

te e

ach

sen

ten

ce. R

epla

ce t

he

com

mo

n n

oun

in

par

enth

eses

( )

wit

h a

pro

per

no

un. R

emem

ber

to

use

co

rrec

t ca

pit

aliz

atio

n.

1.

(N

ame

of c

ity)

is t

he c

apita

l of (

stat

e).

2.

The

(bu

ildin

g) is

in (

city

).

3.

The

(riv

er)

flow

s th

roug

h (p

lace

).

4.

(co

untr

y) is

par

t of

(co

ntin

ent)

.

5.

(re

lativ

e) li

kes

to g

o to

(p

lace

).

Rew

rite

th

e se

nte

nce

s to

co

rrec

t m

ista

kes

in c

apit

aliz

atio

n. W

rite

th

e fu

ll w

ord

s in

p

lace

of

the

abb

revi

atio

ns

in p

aren

thes

es (

).

6.

Mr.

berk

owitz

is o

ur s

cien

ce t

each

er.

7.

Eve

ry (

tues

.), w

e do

exp

erim

ents

.

8.

Dur

ing

the

exp

erim

ents

, we

mea

sure

liq

uids

in (

ml),

and

we

wei

gh p

owde

rs in

(g)

.

9.

(p

rof.)

jone

s w

as a

gue

st t

each

er o

n (n

ov.)

18.

10.

(C

apt.

) Sm

all w

orks

at

a La

bora

tory

10

(mi.)

sou

th.

Poss

ible

resp

onse

s ar

e sh

own.

Talla

hass

ee is

the

capi

tal o

f Flo

rida.

The

Whi

te H

ouse

is in

Was

hing

ton,

D.C

.

The

Mis

siss

ippi

Riv

er fl

ows

thro

ugh

Loui

sian

a.

Cana

da is

par

t of N

orth

Am

eric

a.

Uncl

e Ig

gie

likes

to g

o to

Cal

iforn

ia.

Mis

ter B

erko

witz

is o

ur s

cien

ce te

ache

r.

Ever

y Tu

esda

y, w

e do

exp

erim

ents

.

Durin

g th

e ex

perim

ents

, we

mea

sure

liqu

ids

in m

illili

ters

, an

d w

e w

eigh

pow

ders

in g

ram

s.

Prof

esso

r Jon

es w

as a

gue

st te

ache

r on

Nove

mbe

r 18.

Capt

ain

Smal

l wor

ks a

t a la

bora

tory

10

mile

s so

uth

of h

ere.

34G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_034

.indd

34

9/9/

06

9:48

:35

AM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

10

(1) O

n F

rid

ay n

igh

t th

e b

ask

etb

all t

eam

bea

t th

e P

irat

es a

nd

wo

n t

he

stat

e

cham

pio

nsh

ip. (2

) Du

rin

g th

e ga

me

the

cro

wd

ch

eere

d w

ild

ly. (3

) Alt

ho

ug

h

bo

th t

eam

s w

ere

un

def

eate

d t

his

sea

son

, th

e B

ull

do

gs

too

k t

he

lead

ear

ly

the

gam

e. (4

) Th

e le

agu

e n

amed

Man

uel

Dia

s th

e M

ost

Val

uab

le P

laye

r

he

kep

t th

e B

ull

do

gs in

th

e le

ad. (5

) Dia

s al

mo

st d

id n

ot

pla

y o

n F

rid

ay. (6

) He

rece

ntl

y h

urt

his

kn

ee.

1.

Whi

ch p

rep

ositi

on s

houl

d be

inse

rted

in

Sen

tenc

e 3?

A

for

B

with

C

inD

on

2.

Whi

ch o

f the

follo

win

g is

the

p

rep

ositi

onal

phr

ase

in S

ente

nce

2?A

D

urin

g th

e ga

me

B

the

crow

d ch

eere

dC

th

e ga

me

the

crow

dD

ch

eere

d w

ildly

3.

Sen

tenc

e 1

begi

ns w

ith w

hich

of t

he

follo

win

g?A

a

dep

ende

nt c

laus

eB

an

inde

pen

dent

cla

use

C

a p

hras

eD

a

subo

rdin

atin

g co

njun

ctio

n

4.

Whi

ch t

wo

sent

ence

s ca

n be

co

mbi

ned

with

bec

ause

to

mak

e a

com

ple

x se

nten

ce?

A

Sent

ence

s 1

and

3B

Se

nten

ces

2 an

d 3

C

Sent

ence

s 3

and

4D

Se

nten

ces

5 an

d 6

5.

Whi

ch is

the

sub

ordi

natin

g co

njun

ctio

n in

Sen

tenc

e 3?

A

Alth

ough

B

both

C

early

D

in

6.

Whi

ch s

ubor

dina

ting

conj

unct

ion

shou

ld b

e in

sert

ed in

Sen

tenc

e 4?

A

whe

nB

be

caus

eC

al

thou

ghD

w

hich

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

ch

oo

se t

he

bes

t an

swer

to

eac

h q

uest

ion

th

at f

ollo

ws.

Gra

mm

ar–W

riti

ng

C

on

nec

tio

n

35G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_035

.indd

35

9/9/

06

9:49

:35

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e

Less

on

10

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) P

rofe

sso

r B

row

n w

ill a

nn

ou

nce

a p

lan

to

bu

ild

a n

ew L

ibra

ry. (2

) Th

e

sch

oo

l wil

l cal

l th

e n

ew li

bra

ry “

the

lear

nin

g la

b.”

(3) S

ince

th

e L

earn

ing

Lab

wil

l be

twic

e as

big

as

the

Cu

rren

t li

bra

ry, i

t w

ill h

ave

mo

re b

oo

ks

and

per

iod

ical

s.

(4) Th

e

Lea

rnin

g L

ab w

ill h

ave

wo

rksp

ace

for

qu

iet

gro

up

wo

rk. (5

) Pro

fess

or

Bro

wn

wil

l rai

se m

on

ey, a

nd

he

wil

l ask

th

e w

ho

le c

om

mu

nit

y fo

r h

elp,

bec

ause

the

sch

oo

l bo

ard

wil

l no

t p

ay f

or

the

pro

ject

.

1.

Whi

ch o

f the

follo

win

g is

inco

rrec

t in

Sen

tenc

e 1?

A

pun

ctua

tion

B

no p

rep

ositi

onal

phr

ase

C

the

cap

italiz

atio

n of

Pro

fess

or

Brow

nD

th

e ca

pita

lizat

ion

of L

ibra

ry

2.

Whi

ch c

omp

lex

and

sim

ple

sen

tenc

es

coul

d be

com

bine

d to

mak

e a

com

pou

nd-c

omp

lex

sent

ence

?A

Se

nten

ces

1 an

d 2

B

Sent

ence

s 2

and

4C

Se

nten

ces

3 an

d 4

D

Sent

ence

s 1

and

4

3.

Whi

ch t

ype

of s

ente

nce

is S

ente

nce

5?A

si

mp

leB

co

mp

ound

C

com

pou

nd-c

omp

lex

D

com

ple

x

4.

Whi

ch t

wo

wor

ds s

houl

d be

ca

pita

lized

in S

ente

nce

2?A

ne

w li

brar

yB

lib

rary

, lab

C

lear

ning

, lab

D

scho

ol, l

ibra

ry

5.

Whi

ch a

bbre

viat

ion

coul

d be

us

ed in

Sen

tenc

es 1

and

5?

A

pro

f.B

Pr

of.

C

Pr.

D

Mr.

6.

Whi

ch w

ord

in S

ente

nce

3 sh

ould

be

low

erca

se?

A

Lear

ning

B

Lab

C

Sinc

eD

C

urre

nt

Gra

mm

ar–W

riti

ng

C

on

nec

tio

n

36G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_036

.indd

36

9/9/

06

9:50

:31

AM

© H

arco

urt

• G

rade

6

Nam

eSi

ng

ula

r an

dPl

ura

l No

un

s

Less

on

11

List

eac

h s

ente

nce

’s s

ing

ular

no

un in

th

e le

ft c

olu

mn

an

d

its

plu

ral n

oun

in t

he

rig

ht

colu

mn

.

Si

ng

ular

Pl

ural

1.

The

sci

entis

ts s

aile

d on

the

shi

p.

2. T

he c

omp

uter

s w

ere

stra

pp

ed t

o th

e ta

ble.

3.

Lon

g be

nche

s lin

ed t

he d

eck.

4.

Tal

l wav

es r

ose

and

fell

acro

ss t

he o

cean

.

5.

Thi

ck r

ails

pro

vide

d a

pla

ce t

o ho

ld o

nto.

6.

Dol

phi

ns s

wam

nea

r th

e ro

ck.

7.

The

big

bird

sp

read

its

win

gs.

8.

The

rad

io s

qua

wke

d w

arni

ngs.

Rew

rite

th

e se

nte

nce

by

add

ing

th

e co

rrec

t p

lura

l fo

rm o

f th

e n

oun

in p

aren

thes

es.

9.

Lou

d th

unde

r ra

ttle

d th

e bi

g .

(box

)

10.

Peo

ple

gra

bbed

eq

uip

men

t an

d ra

n in

side

the

.

(cab

in)

11.

The

y tr

ied

to k

eep

the

d

ry. (

batt

ery)

12.

Oth

ers

slid

imp

orta

nt p

aper

s in

to

. (p

ouch

)

Fin

d a

sh

ort

art

icle

in a

new

spap

er o

r m

agaz

ine.

Cir

cle

the

firs

t te

n s

ing

ula

r n

ou

ns.

O

n a

no

ther

pie

ce o

f p

aper

, wri

te e

ach

sin

gu

lar

no

un

an

d it

s co

rrec

t p

lura

l fo

rm.

ship

scie

ntis

tsta

ble

com

pute

rsde

ckbe

nche

soc

ean

wav

espl

ace

rails

rock

Dolp

hins

bird

win

gsra

dio

war

ning

s

Loud

thun

der r

attle

d th

e bi

g bo

xes.

Peop

le g

rabb

ed e

quip

men

t and

ran

insi

de th

e ca

bins

.

They

trie

d to

kee

p th

e ba

tterie

s dr

y.

Othe

rs s

lid im

porta

nt p

aper

s in

to p

ouch

es.

Acce

pt r

easo

nabl

e re

spon

ses.

37G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_037

.indd

379/

9/06

9:51

:07

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eSi

ng

ula

r an

dPl

ura

l No

un

s

Less

on

11

Wri

te t

he

plu

ral f

orm

of

the

no

un.

1.

wom

an

2.

man

3.

chi

ld

4.

cal

f

5.

foo

t

6.

wol

f

7.

she

ep

8.

dee

r

9.

moo

se

10.

tro

ut

Wri

te t

he

plu

ral f

orm

of

the

no

un. T

hen

use

it t

o w

rite

a s

ente

nce

of

your

ow

n.

11.

sca

rf

12.

too

th

13.

life

14.

lea

f

15.

goo

se

wom

en

men

child

ren

calv

es

feet

wol

ves

shee

p

deer

moo

se

trout

Poss

ible

resp

onse

s ar

e sh

own.

The

men

wea

r war

m s

carv

es.

Thei

r tee

th c

hatte

r in

the

cold

.

They

hav

e sp

ent m

uch

of th

eir l

ives

stu

dyin

g co

ld c

limat

es.

Tree

s lo

se th

eir l

eave

s in

the

win

ter.

Gees

e fly

sou

th fo

r the

win

ter.

scar

ves

teet

h

lives

leav

es

gees

e

38G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_038

.indd

389/

9/06

9:51

:37

AM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

11

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) Th

e

do

ck w

as fi

lled

wit

h p

eop

le a

s th

e ca

pta

in p

rep

ared

fo

r th

e tr

ip.

(2) Th

e

sail

ors

wer

e h

ead

ing

fo

r o

ther

co

un

trie

s o

n t

hei

r jo

urn

ey a

cro

ss t

he

hig

h

seas

. (3) C

apta

in S

alaz

ar g

ave

man

y sp

eech

du

rin

g t

he

lon

g v

oya

ge.

(4) S

he

told

sail

ors

th

ey w

ou

ld le

arn

ab

ou

t m

any

kin

ds

of

anim

als,

su

ch a

s d

eer

and

wo

lf,

du

rin

g t

hei

r tr

avel

s. (5

) Sh

e en

cou

rag

ed t

he

sail

ors

to

wri

te a

sto

ry a

bo

ut

thei

r

exp

erie

nce

s. (6

) Th

en o

ther

s co

uld

lear

n a

bo

ut

dis

tan

t p

lace

s.

1.

Whi

ch w

ord

in S

ente

nce

1 is

ap

lura

l nou

n?A

dock

Bp

eop

leC

cap

tain

Dtr

ip

2.

Whi

ch is

the

cor

rect

sin

gula

r fo

rm o

f th

e un

derli

ned

noun

in S

ente

nce

2?A

coun

trie

Bco

untr

iC

coun

try

Dco

untr

ey

3.

Whi

ch is

the

cor

rect

plu

ral f

orm

of

the

unde

rline

d no

un in

Sen

tenc

e 3?

Asp

eech

Bsp

eech

sC

spee

ches

Dsp

eech

ies

4.

Whi

ch s

how

s th

e co

rrec

t p

lura

lfo

rms

of b

oth

unde

rline

d no

uns

in S

ente

nce

4?A

deer

and

wol

ves

Bde

ers

and

wol

fs

Cde

ers

and

wol

fD

deer

ies

and

wol

fies

5.

Whi

ch is

the

cor

rect

plu

ral f

orm

of

the

unde

rline

d no

un in

Sen

tenc

e 5?

Ast

ory

Bst

orys

Cst

orye

sD

stor

ies

6.

How

man

y p

lura

l nou

ns a

re in

Sent

ence

6?

Aon

eB

two

Cth

ree

Dfo

ur

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

39G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_039

.indd

399/

9/06

9:54

:18

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e Si

ng

ula

r an

dPl

ura

l No

un

s

Less

on

11

Wri

te t

he

corr

ect

plu

ral f

orm

of

each

un

der

lined

no

un.

1.

We

wat

ched

mov

ie a

bout

ani

mal

s in

a v

arie

ty o

f clim

ates

.

2.

The

pen

guin

wad

dled

acr

oss

the

ice.

3.

Som

e sl

ipp

ed a

nd fe

ll in

to s

now

y di

tch.

4.

Sp

otte

d de

er r

aced

thr

ough

a fo

rest

.

5.

Ora

nge

butt

erfly

flew

acr

oss

the

field

.

6.

Arc

tic fo

x ha

ve t

hick

whi

te fu

r.

7.

Hug

e m

oose

gal

lop

ed in

to t

he d

ista

nce.

8.

Sp

eckl

ed t

rout

sw

am in

the

str

eam

.

Wri

te t

he

plu

ral f

orm

of

the

no

un. T

hen

use

th

e p

lura

l to

wri

te a

sen

ten

ce.

9.

cam

era

10.

hob

by

11.

mou

se

12.

bus

h

mov

ies

peng

uins

ditc

hes

deer

butte

rflie

s

foxe

s moo

se

trout

Mar

isa

has

seve

ral c

amer

as.

Poss

ible

resp

onse

s ar

e sh

own.

Natu

re p

hoto

grap

hy is

one

of h

er h

obbi

es.

Toda

y sh

e is

taki

ng p

ictu

res

of m

ice.

She

wai

ts q

uiet

ly n

ear t

he b

ushe

s.

cam

eras

hobb

ies

mic

e

bush

es

40G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_040

.indd

40

9/9/

06

9:55

:22

AM

© H

arco

urt

• G

rade

6

Nam

ePo

sses

sive

No

un

s

Less

on

12

Cir

cle

the

po

sses

sive

no

un in

th

e se

nte

nce

. Id

enti

fy t

he

no

un a

s si

ngul

ar o

r pl

ural

.

1.

Lao

and

his

fam

ily v

isite

d th

e ci

ty’s

aq

uariu

m.

2.

The

aqua

rium

’s h

ours

are

ext

ende

d on

Sat

urda

ys.

3.

Lao

sea

rche

d fo

r th

e se

a lio

ns’ t

ank.

4.

The

fam

ily t

ook

the

visi

tors

’ tou

r.

5.

Lao

das

hed

to t

he e

xhib

it’s

pet

ting

pon

d fil

led

with

ray

s.

6.

The

bla

ck r

ay’s

ski

n fe

lt sm

ooth

and

coo

l.

7.

The

gui

des’

adv

ice

was

to

avoi

d le

anin

g to

o fa

r ov

er t

he p

ond.

8.

The

fam

ily’s

vis

it en

ded

whe

n th

e aq

uariu

m c

lose

d.

Rew

rite

th

e se

nte

nce

. Use

th

e p

lura

l po

sses

sive

fo

rm o

f th

e n

oun

in p

aren

thes

es (

).

9.

It

was

the

id

ea t

o ha

ve a

pic

nic

in t

he p

ark.

(ch

ild)

10.

The

b

ags

wer

e pa

cked

with

food

and

drin

ks. (

pers

on)

11.

The

b

lade

s w

ere

care

fully

wra

pp

ed. (

knife

)

12.

In

the

par

k, t

he

col

ors

had

turn

ed t

o re

d an

d or

ange

. (le

af)

sing

ular

plur

al

plur

al

plur

al

sing

ular sing

ular

sing

ular si

ngul

ar

It w

as th

e ch

ildre

n’s

idea

to h

ave

a pi

cnic

in th

e pa

rk.

The

peop

le’s

bag

s w

ere

pack

ed w

ith fo

od a

nd d

rinks

.

The

kniv

es’ b

lade

s w

ere

care

fully

wra

pped

.

In th

e pa

rk, t

he le

aves

’ col

ors

had

turn

ed to

red

and

oran

ge.

41G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_041

.indd

419/

9/06

9:56

:22

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

ePo

sses

sive

No

un

s

Less

on

12

Un

der

line

the

corr

ect

form

of

the

no

un in

par

enth

eses

( )

.Id

enti

fy t

he

no

un a

s pl

ural

or

poss

essi

ve.

1.

Jag

ged

(roc

ks, r

ock’

s) c

over

ed t

he b

each

.

2.

They

led

to t

all (

cliff

’s, c

liffs

) in

the

dis

tanc

e.

3.

Mar

ia w

orrie

d th

at h

er (

dogs

, dog

’s)

paw

s m

ight

get

cut

.

4.

She

had

n’t

hike

d al

ong

this

(ar

ea’s

, are

as)

trai

ls b

efor

e.

5.

Mar

ia n

otic

ed t

he (

sign

s, s

ign’

s) w

arni

ng.

6.

It

advi

sed

of s

tron

g (c

urre

nt’s

, cur

rent

s) n

earb

y.

7.

A la

rge

(boa

t’s, b

oats

) sa

ils b

illow

ed fa

r fr

om s

hore

.

8.

Hun

gry

(sea

gulls

, sea

gull’

s) s

woo

ped

dow

n to

war

d th

e be

ach.

9.

Tin

y (c

rab’

s, c

rabs

) w

alke

d ac

ross

the

san

d.

10.

Mar

ia t

ook

a fe

w (

pic

ture

’s, p

ictu

res)

bef

ore

head

ing

hom

e.

Wri

te t

he

plu

ral a

nd

po

sses

sive

fo

rms

of

each

no

un. T

hen

incl

ude

each

fo

rm in

a

sen

ten

ce.

11.

girl

Pl

ural

Poss

essi

ve

Sen

ten

ce w

ith

Plu

ral N

oun

Sen

ten

ce w

ith

Po

sses

sive

No

un

12.

hor

se

Plur

alPo

sses

sive

Sen

ten

ce w

ith

Plu

ral N

oun

Sen

ten

ce w

ith

Po

sses

sive

No

un

plur

al

poss

essi

vepl

ural po

sses

sive

poss

essi

vepl

ural

poss

essi

ve plur

alpl

ural

plur

al

Acce

pt re

ason

able

resp

onse

s.

girls

girl’

s

The

girls

love

d rid

ing

hors

es.

The

girl’

s fa

vorit

e ho

rse

was

nam

ed G

oldi

e.

The

hors

es g

allo

ped

acro

ss th

e pl

ains

.

The

hors

e’s

man

e w

as lo

ng a

nd s

hiny

.

hors

esho

rse’

s

42G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_042

.indd

429/

9/06

9:57

:09

AM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

12

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) L

in, h

er a

un

t C

elia

, an

d h

er y

ou

nge

r b

roth

er h

eard

a f

righ

ten

ed a

nim

al’s

crie

s n

ear

the

nei

gh

bo

rs’ b

ush

es. (2

) Lin

to

ok

her

bro

ther

s h

and

an

d r

an t

o a

sk

for

a fr

ien

d’s

hel

p. (3

) Sh

e h

eard

ch

ild

ren’

s sh

ou

ts m

ixed

wit

h t

he

crea

ture

’s c

ries

.

(4) A

co

up

le o

f b

oys

’ yel

led

th

at t

hey

co

uld

see

paw

s in

th

e b

ush

es. (5

) A c

at’s

paw

s

wer

e ta

ng

led

in t

he

bra

nch

es’ t

ho

rns.

(6) L

in b

orr

ow

ed h

er a

un

t’s

cell

ph

on

e an

d

dia

led

An

imal

Res

cue’

s p

ho

ne

nu

mb

er.

1.

Whi

ch w

ord

in S

ente

nce

1 is

asi

ngul

ar p

osse

ssiv

e no

un?

Abr

othe

rB

anim

al’s

Ccr

ies

Dne

ighb

ors’

2.

Whi

ch is

the

cor

rect

way

to

writ

e th

e un

derli

ned

wor

d in

Sen

tenc

e 2?

Abr

othe

r’B

brot

hers

’C

brot

her’s

DM

ake

no c

hang

e.

3.

Whi

ch n

oun

in S

ente

nce

3 is

a p

lura

l p

osse

ssiv

e no

un?

Ach

ildre

n’s

Bsh

outs

Ccr

eatu

re’s

Dcr

ies

4.

Whi

ch is

the

cor

rect

way

to

writ

e th

e un

derli

ned

noun

in S

ente

nce

4?A

boy

Bbo

ysC

boy’

sD

Mak

e no

cha

nge.

5.

Whi

ch is

the

cor

rect

way

to

writ

e Se

nten

ce 5

?A

A c

ats

paw

’s w

ere

tang

led

in t

he

bran

ches

tho

rns.

BA

cat

s’ p

aws

wer

e ta

ngle

d in

the

br

anch

es’ t

horn

s.C

A c

at’s

paw

s w

ere

tang

led

in t

he

bran

ches

tho

rns.

DM

ake

no c

hang

e.

6.

Whi

ch d

o yo

u kn

ow is

tru

e by

re

adin

g Se

nten

ce 6

?A

The

pho

ne b

elon

gs t

o Li

n.B

Lin

has

mor

e th

an o

ne a

unt.

CA

nim

al R

escu

e ha

s a

cell

pho

ne.

DLi

n’s

aunt

has

a c

ell p

hone

.

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

43G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_043

.indd

439/

9/06

9:57

:54

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e Po

sses

sive

No

un

s

Less

on

12

Co

mp

lete

th

e p

hra

se b

y w

riti

ng

th

e co

rrec

t p

oss

essi

ve n

oun

.

1.

the

sw

imsu

it th

at b

elon

gs t

o a

child

: a

sw

imsu

it

2.

the

bea

ch b

all t

hat

belo

ngs

to t

he g

irls:

the

b

each

bal

l

3.

the

tow

els

that

a fa

mily

ow

ns: a

t

owel

s

4.

the

lunc

hes

that

bel

ong

to t

he w

omen

: the

lu

nche

s

5.

the

bas

ket

that

bel

ongs

to

my

gran

dpar

ents

: my

bas

ket

6.

the

bea

ks o

f tw

o bi

rds:

tw

o b

eaks

7.

the

fins

of a

fish

: a

fins

8.

the

tee

th o

f the

wha

les:

the

t

eeth

9.

the

pat

tern

of t

he s

hell:

the

p

atte

rn

Use

th

e p

oss

essi

ve f

orm

of

the

no

un t

o w

rite

a s

ente

nce

.

10.

mou

se

11.

dee

r

12.

goo

se

Poss

ible

resp

onse

s ar

e sh

own.

child

’s

girls

’

fam

ily’s w

omen

’s

gran

dpar

ents

’

bird

s’

fish’

s wha

les’

shel

l’s

mou

se’s

The

mou

se’s

whi

sker

s tw

itche

d w

hen

it w

as s

care

d.

The

deer

’s a

ntle

rs w

ere

shed

in th

e sp

ring.

The

goos

e’s

feat

hers

wer

e w

hite

and

gra

y.

deer

’s

goos

e’s

44G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_044

.indd

44

9/9/

06

9:59

:16

AM

© H

arco

urt

• G

rade

6

Nam

e

Sub

ject

ive

and

Ob

ject

ive

Cas

ePr

on

ou

ns;

An

tece

den

ts

Less

on

13

Cir

cle

the

pro

no

un t

hat

bes

t re

pla

ces

the

wo

rd o

r w

ord

sin

par

enth

eses

( )

.

1.

(H

akee

m a

nd S

ue)

wat

ched

a n

ews

rep

ort.

He,

The

m, H

im, T

hey

2.

Rep

orte

rs e

xpla

ined

(th

e de

tails

). t

hem

, it,

the

y, s

he

3.

Pic

ture

s on

the

scr

een

show

ed (

the

eart

hqua

ke).

it, t

hem

, him

, us

4.

(H

akee

m’s

mom

) w

alke

d in

to t

he r

oom

. She

, Us,

It, H

er

5.

Hak

eem

’s m

om a

sked

(H

akee

m)

to m

ake

the

tele

visi

on lo

uder

. him

, he,

I, t

hem

6.

Hak

eem

tur

ned

up t

he v

olum

e fo

r (H

akee

m’s

mom

). I,

her

, it,

she

7.

(Th

e re

por

ter)

gav

e ne

w in

form

atio

n. T

hey,

Him

, He,

We

8.

“Cou

ld y

ou fi

nd p

aper

for

(Sue

and

Hak

eem

) to

writ

e ab

out

the

eart

hqua

ke?”

Hak

eem

ask

ed. w

e, o

ur, u

s, s

he

Wri

te a

sen

ten

ce t

hat

incl

udes

th

e p

ron

oun

sh

ow

n. T

hen

wri

te s

ubje

ct p

rono

un o

r ob

ject

pro

noun

to

iden

tify

ho

w e

ach

is u

sed

in t

he

sen

ten

ce.

9.

you

10.

me

11.

we

12.

him

Acce

pt re

ason

able

resp

onse

s. 45G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

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K61_

GPB

_045

.indd

459/

9/06

9:59

:45

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e

Sub

ject

ive

and

Ob

ject

ive

Cas

ePr

on

ou

ns;

An

tece

den

ts

Less

on

13

Cir

cle

the

ante

ced

ent

of

the

und

erlin

ed p

ron

oun

.

1.

Aft

er O

scar

was

dro

pp

ed o

ff at

cam

p, h

e to

ok h

is s

uitc

ase

to t

he c

abin

.

2.

The

cam

p o

wne

r ca

me

into

the

roo

m. S

he in

vite

d ev

eryo

ne t

o a

cook

out.

3.

A c

ouns

elor

vis

ited

the

cam

per

s. H

e sa

id t

hey

shou

ld u

npac

k.

4.

A d

og b

arke

d in

the

dis

tanc

e. It

was

the

cam

p m

asco

t.

5.

As

the

cam

per

s he

aded

into

the

woo

ds, t

hey

saw

a d

ivin

g p

latf

orm

.

6.

Whe

n th

e ca

mp

ers

wen

t cl

oser

, the

cou

nsel

ors

met

the

m.

7.

Osc

ar s

aw a

sp

arkl

ing

lake

. He

pla

nned

to

swim

in it

the

nex

t da

y.

8.

The

nea

rby

boat

hous

e ha

d ro

ws

of s

wim

fins

. The

cam

per

s sl

ipp

ed in

to t

hem

.

9.

The

sun

bla

zed

hot,

but

it w

as s

oon

cove

red

by s

torm

clo

uds.

10.

The

cou

nsel

ors

wer

e ca

refu

l, so

the

y to

ld c

amp

ers

to g

et o

ut o

f the

wat

er.

11.

Soo

n, t

he w

eath

er c

lear

ed, a

nd it

sta

yed

clea

r fo

r th

e re

st o

f the

day

.

Wri

te t

he

corr

ect

pro

no

un t

o r

epla

ce t

he

und

erlin

ed w

ord

or

wo

rds.

Th

en c

ircl

e si

ngul

ar o

r pl

ural

an

d m

ascu

line,

fem

inin

e, o

r ne

uter

to d

escr

ibe

the

pro

no

un.

12.

A fi

r tr

ee g

rew

nea

r th

e la

ke.

sto

od m

ore

than

fift

y fe

et t

all.

sin

gul

ar o

r p

lura

l m

ascu

line,

fem

inin

e, o

r n

eute

r

13.

Jac

k an

d A

ndre

a w

ere

read

y to

sw

im, a

nd

rac

ed t

o th

e la

ke.

sin

gul

ar o

r p

lura

l m

ascu

line,

fem

inin

e, o

r n

eute

r

14.

Whi

le A

ndre

a w

aite

d fo

r a

turn

to

dive

, t

alke

d to

a fr

iend

.

sin

gul

ar o

r p

lura

l m

ascu

line,

fem

inin

e, o

r n

eute

r

15.

Jac

k w

as s

tart

led

whe

n s

aw a

dee

r ne

ar t

he la

ke.

sin

gul

ar o

r p

lura

l m

ascu

line,

fem

inin

e, o

r n

eute

r

It

they

she

he

46G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_046

.indd

469/

9/06

10:0

0:51

AM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

13

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) B

en g

rab

bed

his

bac

kp

ack

, an

d h

e to

ok

th

e ca

mer

a o

ut

of

it. (2

) “W

ill y

ou

tak

e a

pic

ture

of

me

and

Dan

a?”

his

sis

ter

ask

ed. (3

) “M

e an

d y

ou

bo

th k

no

w t

hat

my

assi

gn

men

t is

to

tak

e p

ictu

res

of

tree

s,”

Ben

sai

d. (4

) “B

ut

I’ll

tak

e a

pic

ture

of

the

two

of

you

. (5) I

wil

l als

o g

ive

you

an

d D

ana

a p

eek

at

the

ph

oto

s b

efo

re g

ivin

g t

hem

to

my

teac

her

. (6) W

hen

he

han

ds

them

bac

k t

o m

e, y

ou

can

bo

th s

ee h

is c

om

men

ts.”

1.

Whi

ch w

ord

in S

ente

nce

1 is

an

obj

ect

pro

noun

?A

his

Bhe

Cca

mer

aD

it

2.

Whi

ch is

the

cor

rect

way

to

revi

se

the

unde

rline

d w

ords

in S

ente

nce

2?A

Dan

a an

d I

BI a

nd D

ana

CD

ana

and

me

DM

ake

no c

hang

e.

3.

Whi

ch is

the

cor

rect

way

to

revi

se

the

unde

rline

d w

ords

in S

ente

nce

3?A

You

and

me

BI a

nd y

ouC

You

and

ID

Us

4.

Whi

ch o

f the

se d

escr

ibes

the

un

derli

ned

pro

noun

in

Sent

ence

4?

Asi

ngul

ar s

ubje

ct p

rono

unB

plu

ral s

ubje

ct p

rono

unC

sing

ular

obj

ect

pro

noun

Dp

lura

l obj

ect

pro

noun

5.

Whi

ch o

f the

se is

a s

ubje

ct

pro

noun

in S

ente

nce

5?A

IB

you

CD

ana

Dth

em

6.

Whi

ch w

ord

in S

ente

nce

5 is

th

e an

tece

dent

of t

he p

rono

un

he in

Sen

tenc

e 6?

AI

BD

ana

Cp

hoto

sD

teac

her

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

47G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_047

.indd

479/

9/06

10:0

2:27

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e

Sub

ject

ive

and

Ob

ject

ive

Cas

ePr

on

ou

ns;

An

tece

den

ts

Less

on

13

Wri

te t

he

corr

ect

pro

no

un t

o r

epla

ce t

he

und

erlin

edw

ord

or

wo

rds.

1.

Om

ar a

nd h

is c

lass

mat

es a

rriv

ed fo

r a

beac

h cl

ean-

up.

2.

The

tea

cher

ask

ed t

he s

tude

nts

to w

ork

in p

airs

.

3.

Ms.

Kw

an t

old

the

stud

ents

to

ask

Mr.

John

son

for

tras

h ba

gs.

4.

Om

ar s

pie

d an

old

sho

e, a

nd h

e p

ut t

he s

hoe

in a

tra

sh b

ag.

5.

The

n O

mar

not

iced

unu

sual

she

lls n

ear

Ms.

Kw

an.

6.

Ms.

Kw

an w

as in

tere

sted

in d

iscu

ssin

g th

e sh

ells

with

Om

ar.

Rew

rite

th

e se

nte

nce

s. R

epla

ce t

he

inco

rrec

t p

ron

oun

s w

ith

co

rrec

t p

ron

oun

s.

7.

Mic

hael

pla

nted

tre

es, s

o hi

m c

ould

hel

p U

ncle

Luk

e.

8.

“Yo

u an

d m

e w

ill m

ake

a go

od t

eam

,” U

ncle

Luk

e sa

id.

9.

Ann

cam

e by

, and

her

hel

ped

with

the

pla

ntin

g.

10.

“Th

anks

for

help

ing

me

and

Mic

hael

,” U

ncle

Luk

e sa

id.

They

them

him

it

he

She

Mic

hael

pla

nted

tree

s, s

o he

cou

ld h

elp

Uncl

e Lu

ke.

“You

and

I (o

r We)

will

mak

e a

good

team

,” U

ncle

Luke

sai

d.

Ann

cam

e by

, and

she

hel

ped

with

the

plan

ting.

“Tha

nks

for h

elpi

ng M

icha

el a

nd m

e (o

r us)

,” U

ncle

Luke

sai

d.

48G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_048

.indd

48

9/9/

06

10:0

3:20

AM

© H

arco

urt

• G

rade

6

Nam

e

Poss

essi

vean

d R

efl e

xive

Cas

e Pr

on

ou

ns;

Ind

efi n

ite

Pro

no

un

s

Less

on

14

Wri

te t

he

app

rop

riat

e p

oss

essi

ve p

ron

oun

to

co

mp

lete

the

sen

ten

ce.

1.

The

sho

vel t

hat

belo

ngs

to A

na is

s

hove

l.

Th

e sh

ovel

is

.

2.

The

sno

w p

low

tha

t be

long

s to

you

and

me

is

sno

w p

low

.

Th

e sn

ow p

low

is

.

3.

Pau

l’s s

now

shoe

s ar

e s

now

shoe

s.

Th

e sn

owsh

oes

are

.

4.

The

sca

rves

tha

t be

long

to

you

and

Eman

are

s

carv

es.

Th

e sc

arve

s ar

e .

5.

The

coa

ts t

hat

belo

ng t

o hi

m a

nd h

er a

re

coa

ts.

Th

e co

ats

are

.

6.

The

hat

tha

t be

long

s to

me

is

hat

.

Th

e ha

t is

.

7.

The

sno

wm

an t

hat

you

build

is

sno

wm

an.

Th

e sn

owm

an is

.

Cir

cle

the

corr

ect

pro

no

un t

o c

om

ple

te t

he

sen

ten

ce.

8.

Jua

n bo

ught

(hi

mse

lf, t

hem

selv

es)

a ne

w p

air

of s

kate

s.

9.

Jua

n an

d I w

alke

d to

the

rin

k by

(yo

urse

lf, o

urse

lves

).

10.

Ela

na a

nd D

avid

tau

ght

(her

self,

the

mse

lves

) to

ska

te.

her

hers

our

ours hi

s

his

your

your

s

thei

r

thei

rs

my

min

e

your

your

s

49G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_049

.indd

499/

9/06

10:0

4:41

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e

Poss

essi

vean

d R

efl e

xive

Cas

e Pr

on

ou

ns;

Ind

efi n

ite

Pro

no

un

s

Less

on

14

Cir

cle

the

ind

efin

ite

pro

no

un in

th

e se

nte

nce

.

1.

Non

e of

the

ear

ly In

uit

led

an e

asy

life.

2.

Eve

ryth

ing

that

the

y ac

com

plis

hed

req

uire

d gr

eat

effo

rt.

3.

All

of t

he In

uit

follo

wed

a n

omad

ic e

xist

ence

.

4.

Dur

ing

the

1950

s, m

any

of t

he In

uit

mov

ed t

o Ba

ker

Lake

.

5.

At

Bake

r La

ke, e

very

body

foun

d a

new

hom

e.

6.

Any

one

coul

d se

e th

at t

he In

uit

life

rem

aine

d di

fficu

lt.

7.

Som

eone

onc

e be

gan

to u

se t

he t

erm

Esk

imo

to n

ame

the

Inui

t.

8.

Now

eve

ryon

e sh

ould

ref

er t

o th

is c

ultu

re a

s In

uit.

Use

th

e in

def

init

e p

ron

oun

in a

sen

ten

ce.

9.

any

body

10.

eve

ryon

e

11.

non

e

12.

som

ebod

y

13.

mos

t

14.

som

e

15.

all

Acce

pt re

ason

able

resp

onse

s.

50G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_050

.indd

509/

9/06

10:0

5:09

AM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

14

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) Th

e

coac

h s

mil

ed a

s sh

e sa

id, “

I am

po

stin

g y

ou

r p

osi

tio

ns

for

the

new

ice

ho

ckey

tea

m.”

(2) Th

en

sh

e sa

id, “

I’m

pro

ud

th

is t

eam

is m

ine!

” (3)

Eve

ryo

ne

gat

her

ed

aro

un

d t

he

coac

h’s

list

, an

d s

he

step

ped

ou

t o

f th

eir

way

. (4) “

Ou

r te

am w

ill h

ave

bes

t se

aso

n e

ver!

” th

e co

ach

exc

laim

ed. (5

) Th

e p

laye

rs c

hee

red

, an

d t

hen

they

wen

t to

bu

y a

tea

m d

inn

er. (6

) Th

e co

ach

sai

d t

hat

sh

e w

as g

lad

th

e

pla

yers

loo

ked

fo

rwar

d t

o p

layi

ng

in t

hei

r n

ew p

osi

tio

ns.

1.

Whi

ch w

ord

in S

ente

nce

1 is

ap

osse

ssiv

e p

rono

un?

Ash

eB

IC

your

Dam

2.

Whi

ch is

ano

ther

cor

rect

way

to

writ

e Se

nten

ce 2

?A

Then

she

sai

d, “

I’m p

roud

thi

s is

m

y te

am.”

BTh

en s

he s

aid,

“I’m

pro

ud t

his

is

thei

r te

am.”

CTh

en s

he s

aid,

“I’m

pro

ud t

his

team

is h

is a

nd h

ers.

”D

Then

she

sai

d, “

I’m p

roud

thi

s te

am is

you

rs.”

3.

Whi

ch w

ord

in S

ente

nce

3 is

an

inde

finite

pro

noun

?A

ever

yone

Bco

ach’

sC

she

Dth

eir

4.

Whi

ch w

ord

is b

est

in t

he b

lank

inSe

nten

ce 4

?A

ther

eB

itsC

thei

rsD

his

5.

Whi

ch w

ord

is b

est

in t

he b

lank

inSe

nten

ce 5

?A

hers

elf

Bhi

mse

lfC

them

selv

esD

ours

elve

s

6.

Whi

ch is

the

bes

t w

ay t

o re

vise

Sent

ence

6?

AC

hang

esh

e to

her

.B

Cha

nge

the

play

ers

to t

hem

.C

Cha

nge

thei

r to

its.

DM

ake

no c

hang

e.Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

51G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_051

.indd

519/

18/0

66:

07:3

5PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e

Poss

essi

vean

d R

efl e

xive

Cas

e Pr

on

ou

ns;

Ind

efi n

ite

Pro

no

un

s

Less

on

14

Cir

cle

the

app

rop

riat

e p

oss

essi

ve p

ron

oun

to

co

mp

lete

each

sen

ten

ce.

1.

Nex

t w

eek,

(th

eirs

, our

, min

e, h

ers)

sch

ool w

ill c

eleb

rate

Ear

th D

ay.

2.

Has

(yo

urs,

you

r, th

eir,

our)

eve

r ce

lebr

ated

it?

3.

Stu

dent

s at

(m

ine,

you

rs, o

urs,

my)

sch

ool h

ave

done

res

earc

h fo

r m

onth

s.

4.

The

stu

dent

s ar

e re

ady

to p

rese

nt (

your

s, m

ine,

the

ir, h

ers)

pro

ject

s.

5.

Bec

ause

Jan’

s p

rese

ntat

ion

is m

ore

frag

ile t

han

Bob’

s, s

he d

isp

lays

(its

, her

s,

our,

my)

ver

y ca

refu

lly.

6.

Unl

ike

ours

, Ana

and

Bob

’s p

roje

ct is

abo

ut fo

rest

s, a

nd (

your

, the

irs, i

ts, h

er)

may

w

in a

blu

e rib

bon.

7.

I h

ope

peo

ple

like

the

clim

ate

chan

ge d

isp

lay,

bec

ause

it’s

(m

y, o

ur, m

ine,

the

ir).

8.

Let

me

know

whe

ther

(yo

urs,

the

irs, m

ine,

you

r) s

choo

l eve

r ce

lebr

ates

Ear

th D

ay.

Un

der

line

the

pro

no

un in

eac

h s

ente

nce

. Th

en w

rite

ref

lexi

ve o

r in

defin

ite

to

des

crib

e th

e p

ron

oun

.

9.

Mon

day

was

a d

ay w

hen

ever

yone

wan

ted

to s

led.

10.

Non

e of

the

nei

ghbo

rs h

ad e

xpec

ted

so m

uch

snow

.

11.

Ric

hard

car

ried

his

sled

to

the

hill

him

self.

12.

The

nei

ghbo

rs h

ad b

een

pre

par

ing

them

selv

es fo

r sl

eddi

ng.

13.

Ric

hard

hea

rd s

omeo

ne y

ell,

“Luz

is g

oing

dow

n th

e hi

ll!”

14.

Som

ebod

y w

as fi

lmin

g w

ith a

vid

eo c

amer

a.

15.

Wat

chin

g th

e vi

deo,

Luz

saw

her

self

sled

ding

.

inde

finite

refle

xivein

defin

ite

refle

xive

inde

finite

inde

finite

refle

xive

52G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_052

.indd

52

9/9/

06

10:0

7:21

AM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

15

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) Th

e b

utt

erfl

y fl

itte

d a

mo

ng

th

e b

ush

es in

th

e g

ard

en. (2

) A m

on

arch

sip

ped

nec

tar

fro

m t

he

gard

en’s

man

y fl

ow

ers.

(3) T

rou

ts g

list

ened

in t

he

stre

ams

as t

he

fi sh

swam

aro

un

d t

he

rock

s an

d li

ly p

ads.

(4) Th

e

pea

cefu

l sce

ne

was

dis

turb

ed w

hen

a b

oy’

s

bik

e sl

id in

to h

is f

rien

ds’

pic

nic

tab

le. (5

) Ju

an’s

fri

end

s h

elp

ed h

im g

et h

is b

ike

ou

t o

f

the

mu

d. (6

) Th

en t

hey

pu

lled

th

e le

af o

ut

of

the

spo

kes

.

1.

Whi

ch is

the

cor

rect

plu

ral f

orm

of

the

unde

rline

d no

un in

Sen

tenc

e 1?

A

butt

erfly

B

butt

erfly

sC

bu

tter

flie

D

butt

erfli

es

2.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e to

Sen

tenc

e 2?

A

Cha

nge

gard

en’s

to

gard

ens.

B

Cha

nge

flow

ers

to fl

ower

s’.

C

Cha

nge

flow

ers

to fl

ower

’s.

D

Mak

e no

cha

nge.

3.

Whi

ch p

lura

l nou

n in

Sen

tenc

e 3

is

NO

T co

rrec

t?A

Tr

outs

B

stre

ams

C

fish

D

pad

s

4.

Whi

ch w

ord

in S

ente

nce

4 is

asi

ngul

ar p

osse

ssiv

e no

un?

A

scen

eB

bo

y’s

C

bike

D

frie

nds’

5.

Whi

ch is

the

cor

rect

way

to

writ

e th

e un

derli

ned

noun

in S

ente

nce

5?A

Ju

ans

B

Juan

s’C

Ju

ane’

sD

co

rrec

t as

is

6.

Whi

ch is

the

cor

rect

plu

ral f

orm

of

the

unde

rline

d no

un in

Sen

tenc

e 6?

A

leaf

’sB

le

aves

C

leav

e’s

D

leaf

s

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

53G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_053

.indd

53

9/9/

06

10:1

1:10

AM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e

Less

on

15

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) M

ia a

nd

Ral

ph

wan

ted

to

bu

ild

a b

ird

ho

use

in t

hei

r b

ack

yard

, nea

r th

e sp

ot

wh

ere

they

lik

ed t

o h

ave

lun

ch. (2

) Th

ey k

new

th

at e

very

on

e in

to

wn

bo

ugh

t b

uil

din

g

sup

pli

es a

t C

han

g’s

Har

dw

are.

(3) M

ia a

sked

her

dad

fo

r th

eir

hel

p in

bri

ngi

ng

ho

me

the

bu

ild

ing

sup

pli

es. (4

) “M

om

an

d I

can

bo

th h

elp

yo

u,”

Dad

to

ld h

er. (5

) “M

e an

d

you

to

geth

er c

an g

et t

he

sup

pli

es q

uic

kly

,” M

om

sai

d t

o D

ad. (6

) Wit

hin

a f

ew d

ays,

the

fam

ily

had

bu

ilt

itse

lf a

new

bir

dh

ou

se.

1.

Whi

ch w

ord

in S

ente

nce

1 is

ap

osse

ssiv

e p

rono

un?

A

Mia

B

Ralp

hC

th

eir

D

they

2.

Whi

ch w

ord

in S

ente

nce

2 is

an

inde

finite

pro

noun

?A

Th

eyB

ev

eryo

neC

C

hang

’sD

H

ardw

are

3.

Whi

ch p

rono

un s

houl

d re

pla

ce t

he

unde

rline

d w

ord

in S

ente

nce

3?A

yo

urB

ou

rC

hi

sD

M

ake

no c

hang

e.

4.

Whi

ch w

ord

in S

ente

nce

4 is

asu

bjec

t p

rono

un?

A

Mom

B

IC

yo

uD

he

r

5.

Whi

ch c

hang

e sh

ould

be

mad

e to

the

un

derli

ned

wor

ds in

Sen

tenc

e 5?

A

You

and

IB

I a

nd y

ouC

Yo

u an

d m

eD

M

ake

no c

hang

e.

6.

Whi

ch c

hang

e sh

ould

be

mad

e in

Se

nten

ce 6

?A

C

hang

e fa

mily

to

fam

ilies

B

Cha

nge

itsel

f to

them

selv

es.

C

Cha

nge

itsel

f to

it’s.

D

Mak

e no

cha

nge.G

ram

mar

–Wri

tin

gC

on

nec

tio

n

54G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_054

.indd

54

9/9/

06

10:1

2:10

AM

© H

arco

urt

• G

rade

6

Nam

eA

dje

ctiv

es

Less

on

16

Wri

te e

ach

ad

ject

ive

in t

he

sen

ten

ce. T

hen

wri

te t

he

no

un

des

crib

ed b

y th

e ad

ject

ive(

s). C

ircl

e th

e ar

ticl

es.

1.

Cha

rles

Lind

berg

h, a

n A

mer

ican

avi

ator

, mad

e hi

stor

y.

2.

He

atte

mp

ted

a no

nsto

p t

rans

atla

ntic

flig

ht.

3.

He

nam

ed h

is t

iny

silv

er a

irpla

ne S

pirit

of S

t. L

ouis

.

4.

In

1927

, Lin

dber

gh fl

ew t

his

pla

ne t

o Pa

ris.

5.

Lin

dber

gh r

ecei

ved

an e

nthu

sias

tic w

elco

me

from

the

Par

isia

ns.

6.

Tha

t tr

ip s

et r

ecor

ds!

7.

The

fam

ous

Spiri

t of

St.

Lou

is w

as la

ter

dona

ted

to t

he S

mith

soni

an.

Wri

te t

he

corr

ect

form

of

the

adje

ctiv

e in

par

enth

eses

( )

.

8.

Cha

rles

Lind

berg

h w

as

on

his

1927

tran

satla

ntic

flig

ht t

han

he h

ad b

een

befo

re. (

luck

y)

9.

Som

e sa

y th

at h

is fl

ight

was

the

fl

ight

eve

r. (im

por

tant

)

10

. Th

e p

lane

was

one

of t

he

pla

nes

peo

ple

had

see

n. (

smal

l)

11

. Th

e Pa

ris a

rriv

al w

as s

urel

y on

e of

his

e

xper

ienc

es. (

amaz

ing)

12.

It

was

am

ong

the

eve

nts

in a

viat

ion

hist

ory.

(gr

eat)

Amer

ican

; avi

ator

nons

top,

tran

satla

ntic

; flig

ht

tiny

silv

er; a

irpla

ne

this

; pla

ne

enth

usia

stic

; wel

com

e

That

; trip

fam

ous;

Spiri

t of S

t. Lo

uis

luck

ier

mos

t im

porta

nt

smal

lest

mos

t am

azin

g

grea

test 55

Gra

mm

ar P

ract

ice

Bo

ok

RXE

NL0

8AW

K61_

GPB

_055

.indd

559/

18/0

66:

07:4

6PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eA

dje

ctiv

es

Less

on

16

Wri

te t

he

mis

sin

g f

orm

s o

f ea

ch a

dje

ctiv

e.

Rew

rite

eac

h s

ente

nce

. Use

th

e co

rrec

t fo

rm o

f th

e ad

ject

ive

in p

aren

thes

es (

).

6.

Sin

ce I

drop

ped

my

wat

ch, i

t lo

oks

even

(ba

d) t

han

it di

d be

fore

.

7.

Buy

ing

a ne

w w

atch

too

k (m

uch)

res

earc

h th

an I

exp

ecte

d.

8.

As

a re

sult,

thi

s is

the

(go

od)

wat

ch I

have

eve

r ow

ned.

9.

It

has

(man

y) fe

atur

es t

han

my

old

wat

ch h

ad.

10.

The

(ba

d) w

atch

I ev

er h

ad d

id n

ot k

eep

tim

e co

rrec

tly.

11.

Now

, I w

aste

(lit

tle)

time

than

I di

d in

the

pas

t.

12.

I h

ave

the

(muc

h) fr

ee t

ime

I hav

e ev

er h

ad.

Posi

tive

Co

mp

arat

ive

Sup

erla

tive

1.w

orse

2.m

any

3.go

od

4.m

uch

5.le

ast

Sinc

e I d

ropp

ed m

y w

atch

, it l

ooks

eve

n w

orse

than

it d

id b

efor

e.

Buyi

ng a

new

wat

ch to

ok m

ore

rese

arch

than

I ex

pect

ed.

As a

resu

lt, th

is is

the

best

wat

ch I

have

eve

r ow

ned.

It ha

s m

ore

feat

ures

than

my

old

wat

ch h

ad.

The

wor

st w

atch

I ev

er h

ad d

id n

ot k

eep

time

corr

ectly

.

Now

, I w

aste

less

tim

e th

an I

did

in th

e pa

st.

I hav

e th

e m

ost f

ree

time

I hav

e ev

er h

ad.

bad

little

mor

e

bette

r

mor

e

less

wor

st

mos

t

best

mos

t

56G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_056

.indd

569/

11/0

61:

29:2

8PM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

16

(1) A

go

od

ala

rm c

lock

is o

ne

of

the

mo

re im

po

rtan

t th

ing

s yo

u c

an b

uy.

(2) W

ith

ou

t o

ne,

yo

u c

an h

ave

som

e o

f th

e w

ors

e d

ays

of

you

r li

fe. (3

) On

e d

ay

my

alar

m c

lock

did

n’t

go

off

, an

d I

mis

sed

th

e sc

ho

olb

us.

(4) I

had

to

do

th

e m

uch

run

nin

g I

hav

e ev

er d

on

e to

avo

id b

ein

g la

te. (5

) d

ays,

I u

se a

new

alar

m c

lock

. (6) T

his

litt

le c

han

ge

has

mad

e a

big

dif

fere

nce

in m

y en

tire

life

.

1.

How

sho

uld

the

unde

rline

d w

ords

in

Sen

tenc

e 1

be c

orre

cted

?A

mos

t im

por

tant

Ble

ss im

por

tant

Cm

uch

imp

orta

ntD

Mak

e no

cha

nge.

2.

Whi

ch is

the

cor

rect

form

of

the

adje

ctiv

e in

Sen

tenc

e 2?

Am

ost

bad

Bm

ore

wor

seC

mos

t w

orse

Dw

orst

3.

Whi

ch w

ord

in S

ente

nce

3 is

an

artic

le?

AO

neB

the

Cto

Dm

y

4.

Whi

ch is

the

cor

rect

form

of t

he

unde

rline

d ad

ject

ive

in S

ente

nce

4?A

mor

eB

man

yC

mos

tD

Mak

e no

cha

nge.

5.

Whi

ch a

djec

tive

shou

ld fi

ll in

th

e bl

ank

in S

ente

nce

5?A

That

BTh

isC

Thes

eD

Thos

e

6.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e to

Sen

tenc

e 6?

AC

hang

elit

tle t

o lit

tler.

BC

hang

em

y to

tho

se.

CC

hang

ebi

g to

big

ger.

DM

ake

no c

hang

e.

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

57G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_057

.indd

579/

18/0

66:

08:0

0PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e A

dje

ctiv

es

Less

on

16

If t

he

und

erlin

ed a

dje

ctiv

e is

co

rrec

t, w

rite

cor

rect

. If

no

t,

wri

te t

he

corr

ect

adje

ctiv

e.

1.

One

of G

ina’

s le

ast

favo

rite

activ

ities

is m

akin

g a

sche

dule

.

2.

She

like

s to

do

man

y cr

eativ

e th

ings

tha

n th

at.

3.

Her

hap

pie

r m

omen

ts o

f all

are

spen

t ha

mm

erin

g an

d sa

win

g.

4.

Gin

a bu

ilt t

he lo

nges

t sk

ate

ram

p in

her

nei

ghbo

rhoo

d.

5.

She

als

o bu

ilt t

he la

rge

of a

ll th

e bo

okca

ses

in h

er h

ouse

.

6.

Gin

a w

ante

d m

ost

time

to b

uild

tha

n sh

e al

read

y ha

d.

7.

She

end

ed u

p s

pen

ding

a h

our

crea

ting

a sc

hedu

le.

8.

Fol

low

ing

that

sch

edul

e ga

ve h

er m

ore

time

to b

uild

.

9.

Gin

a no

long

er t

hink

s m

akin

g a

sche

dule

is t

he w

orse

thi

ng t

o do

.

Co

mp

lete

eac

h s

ente

nce

. Use

th

e co

rrec

t fo

rm o

f th

e ad

ject

ive

in p

aren

thes

es (

).

10.

Joh

n w

as fl

ying

on

the

pla

ne h

e ha

d ev

er s

een.

(bi

g)

11.

Fro

m h

igh

in t

he s

ky, t

he c

ars

look

ed

tha

n an

ts. (

smal

l)

12.

Frig

hten

ed, J

ohn

deci

ded

to b

e ab

out

futu

re t

rave

l. (c

aref

ul)

13.

He

thou

ght

that

the

w

ay t

o tr

avel

mig

ht b

e by

car

. (go

od)

14.

The

n Jo

hn s

aw o

ne o

f the

s

unse

ts e

ver.

(bea

utifu

l)

15.

May

be fl

ying

was

not

the

w

ay t

o tr

avel

, aft

er a

ll.

(aw

ful)

corr

ect

mor

e

happ

iest

corr

ect

larg

est

mor

e

an corr

ect w

orst

bigg

est

smal

ler

mor

e ca

refu

l

best

mos

t bea

utifu

l

mos

t aw

ful

58G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_058

.indd

58

9/11

/06

1:3

0:51

PM

© H

arco

urt

• G

rade

6

Nam

eM

ain

an

dH

elp

ing

Ver

bs

Less

on

17

Thin

k ab

ou

t a

dif

ficu

lt s

itu

atio

n t

hat

ch

alle

ng

ed y

ou

. Wri

te t

hre

e o

r fo

ur

sen

ten

ces

to e

xpla

in h

ow

yo

u h

and

led

th

e ch

alle

ng

e. In

clu

de

a m

ain

ver

b a

nd

a h

elp

ing

ver

b

in e

ach

sen

ten

ce.

Un

der

line

the

verb

ph

rase

. Cir

cle

the

mai

n v

erb

.

1.

Li h

ad h

eard

abo

ut t

he n

ew s

tude

nt.

2.

Oth

ers

coul

d ha

ve le

arne

d ab

out

him

, too

.

3.

Jin

was

com

ing

from

a s

mal

l tow

n in

Chi

na.

4.

Li h

ad b

een

wai

ting

for

Jin w

ith g

reat

exc

item

ent.

5.

Li h

ad t

rave

led

to t

he U

nite

d St

ates

from

Chi

na, t

oo.

6.

Jin

had

bee

n liv

ing

in t

he s

ame

smal

l tow

n.

7.

He

had

sent

an

e-m

ail t

o Li

.

8.

Jin

had

sp

ent

time

with

Li’s

fam

ily.

9.

He

was

brin

ging

gift

s fr

om C

hina

.

10.

Li w

ould

gui

de Ji

n th

roug

h sc

hool

on

his

first

day

.

Ch

oo

se t

he

corr

ect

hel

pin

g v

erb

an

d r

ewri

te e

ach

sen

ten

ce.

11.

The

new

stu

dent

(w

ere/

was

) an

xiou

s ab

out

the

first

day

.

12.

So

man

y ey

es (

was

/wer

e) s

tarin

g at

him

.

13.

He

coul

d (h

ave/

has)

run

from

the

oth

er s

tude

nts.

14.

Inst

ead,

he

(was

/wer

e) fo

cuse

d on

mee

ting

them

.

15.

Whe

n he

(ha

s/ha

d) t

alke

d w

ith t

hem

, he

felt

mor

e re

laxe

d.

Acce

pt re

ason

able

resp

onse

s.

The

new

stu

dent

was

anx

ious

abo

ut th

e fir

st d

ay.

So m

any

eyes

wer

e st

arin

g at

him

.

He c

ould

hav

e ru

n fro

m th

e ot

her s

tude

nts.

Inst

ead,

he

was

focu

sed

on m

eetin

g th

em.

Whe

n he

had

talk

ed w

ith th

em, h

e fe

lt m

ore

rela

xed.

59G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_059

.indd

599/

11/0

61:

31:4

4PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eM

ain

an

dH

elp

ing

Ver

bs

Less

on

17

Un

der

line

the

form

of

to d

o o

r to

hav

e in

eac

h s

ente

nce

. Th

en

iden

tify

eac

h u

nd

erlin

ed v

erb

as

a m

ain

verb

or

a he

lpin

g ve

rb.

1.

Alb

ert

Eins

tein

had

a c

aree

r as

a p

hysi

cist

.

2.

He

had

begu

n hi

s m

ost

fam

ous

wor

k by

his

you

ng a

dulth

ood.

3.

By

1908

, Ein

stei

n ha

d fo

und

a un

iver

sity

tea

chin

g jo

b.

4.

Tod

ay, m

any

do t

heir

best

to

lear

n ab

out

Eins

tein

’s w

ork.

Wri

te a

sen

ten

ce w

ith

th

e co

rrec

t fo

rm o

f th

e ve

rb, u

sin

g t

he

sub

ject

giv

en. I

ncl

ude

at le

ast

on

e q

uest

ion

am

on

g y

our

sen

ten

ces.

5.

Mai

n v

erb

(to

hav

e): S

he

6.

Hel

pin

g v

erb

(to

hav

e): S

he

7.

Mai

n v

erb

(to

do)

: We

8.

Hel

pin

g v

erb

(to

do)

: We

9.

Mai

n v

erb

(to

hav

e): T

hey

10.

Hel

pin

g v

erb

(to

hav

e): T

hey

11.

Mai

n v

erb

(to

do)

: He

12.

Hel

pin

g v

erb

(to

do)

: He

Poss

ible

resp

onse

s ar

e sh

own.

mai

n ve

rbhe

lpin

g ve

rbhe

lpin

g ve

rbm

ain

verb

She

has

a lo

t of h

omew

ork

toni

ght.

She

has

finis

hed

her m

ath

assi

gnm

ent.

We

do o

ur h

omew

ork

toge

ther

on

the

Do w

e le

arn

mor

e th

at w

ay?

They

hav

e a

new

frie

nd.

They

hav

e go

ne o

ut fo

r ice

cre

am.

He d

oes

his

chor

es w

hen

he g

ets

hom

e

He d

oes

not f

orge

t to

wal

k th

e do

g.

wee

kend

s.

from

sch

ool.

60G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_060

.indd

609/

11/0

61:

35:0

7PM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

17

(1) M

y co

usi

n h

as a

pea

nu

t al

lerg

y, s

o e

atin

g p

ean

ut

bu

tter

can

be

dan

ger

ou

s

for

her

. (2) S

he

told

me

that

on

ce a

fri

end

had

invi

ted

her

to

a b

irth

day

par

ty,

and

pea

nu

t b

utt

er s

and

wic

hes

wer

e t

he

on

ly s

nac

ks.

(3) W

hat

sh

ou

ld s

he

say?

(4) S

he

did

no

t k

no

w w

hat

to

do.

(5) S

he

is f

inal

ly s

aid

so

met

hin

g t

o h

er f

rien

d.

(6) T

he

frie

nd

’s d

ad s

aid

th

at h

e w

ou

ld b

e h

app

y to

get

her

so

met

hin

g el

se t

o e

at.

1.

Whi

ch is

tru

e ab

out

the

unde

rline

d ve

rbs

in S

ente

nce

1?A

Both

are

hel

pin

g ve

rbs.

BH

as is

a h

elp

ing

verb

, and

can

is a

m

ain

verb

.C

Both

are

mai

n ve

rbs.

DH

as is

a m

ain

verb

, and

can

is a

he

lpin

g ve

rb.

2.

Whi

ch w

ords

in S

ente

nce

2 cr

eate

a

verb

phr

ase?

Ato

ld m

eB

had

invi

ted

Csa

ndw

iche

s w

ere

Don

ly s

nack

s

3.

Whi

ch is

tru

e ab

out

Sent

ence

3?

AIt

con

tain

s tw

o ve

rb p

hras

es.

BIt

con

tain

s no

ver

b p

hras

es.

CIt

con

tain

s th

e ve

rb p

hras

e sh

ould

say

.D

It c

onta

ins

the

verb

phr

ase

Wha

t sh

ould

.

4.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e to

the

und

erlin

ed w

ords

in

Sent

ence

4?

Ado

not

kno

wB

has

know

n C

had

not

know

D

Mak

e no

cha

nge.

5.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e to

the

und

erlin

ed w

ords

in

Sent

ence

5?

Afin

ally

sai

dB

did

final

ly s

aid

Cha

ve fi

nally

sai

d D

Mak

e no

cha

nge.

6. W

hich

wor

d in

Sen

tenc

e 6

is

a he

lpin

g ve

rb?

Asa

idB

wou

ldC

get

Dea

t

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

61G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_061

.indd

619/

11/0

61:

35:3

5PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e M

ain

an

dH

elp

ing

Ver

bs

Less

on

17

Cir

cle

each

ver

b. T

hen

iden

tify

it a

s m

ain

verb

onl

y o

r he

lpin

gve

rb a

nd m

ain

verb

.

1.

Sp

orts

and

art

hav

e bo

th b

een

imp

orta

nt in

our

sch

ool.

2.

We

take

the

m v

ery

serio

usly

.

3.

Eac

h st

uden

t ha

s w

orke

d ha

rd in

an

area

of p

erso

nal i

nter

est.

4.

Did

you

see

our

cas

e of

tro

phi

es a

nd a

war

ds?

Rew

rite

eac

h s

ente

nce

, ad

din

g a

hel

pin

g v

erb

.

5.

Our

tea

m c

halle

nged

ano

ther

tea

m t

o a

volle

ybal

l com

pet

ition

.

6.

The

new

stu

dent

sai

d he

was

a g

ood

volle

ybal

l pla

yer.

7.

The

net

str

etch

ed a

cros

s th

e fie

ld.

8.

Th

e p

laye

rs t

ake

thei

r p

ositi

ons.

9.

We

pla

yed

our

best

.

10.

Our

sch

ool a

chie

ved

first

pla

ce in

the

leag

ue.

help

ing

verb

and

mai

n ve

rb

mai

n ve

rb o

nly

help

ing

verb

and

mai

n ve

rb

help

ing

verb

and

mai

n ve

rb

Our t

eam

had

cha

lleng

ed a

noth

er te

am to

a v

olle

ybal

l com

petit

ion.

The

new

stu

dent

had

sai

d he

was

a g

ood

volle

ybal

l pla

yer.

The

net w

as s

tretc

hed

acro

ss th

e fie

ld.

The

play

ers

wer

e ta

king

thei

r pos

ition

s.

We

have

pla

yed

our b

est.

Our s

choo

l has

ach

ieve

d fir

st p

lace

in th

e le

ague

.

Poss

ible

resp

onse

s ar

e sh

own

62G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_062

.indd

62

9/11

/06

1:4

5:07

PM

© H

arco

urt

• G

rade

6

Nam

eA

ctio

n a

nd

Lin

kin

g V

erb

s

Less

on

18

Cir

cle

the

linki

ng

ver

b in

eac

h s

ente

nce

. Th

en w

rite

th

e p

red

icat

e n

om

inat

ive

or

pre

dic

ate

adje

ctiv

e. U

se t

he

abb

revi

atio

ns

P.N

. an

d P

.A. t

o id

enti

fy e

ach

on

e.

1.

The

pic

ture

s in

our

sci

ence

boo

k ar

e in

tere

stin

g.

2.

Our

Sol

ar S

yste

m is

the

boo

k’s

title

.

3.

The

pho

tos

thro

ugho

ut t

he b

ook

look

fasc

inat

ing.

4.

Eac

h p

hoto

sho

ws

pla

nets

.

5.

I fe

el in

spire

d by

the

pho

tos.

6.

I a

m a

sci

ence

ent

husi

ast.

7.

One

day

, I w

ill b

ecom

e an

ast

rono

mer

.

Wri

te a

n o

bje

ct t

o c

om

ple

te e

ach

sen

ten

ce. T

hen

iden

tify

eac

h a

s a

dire

ct o

bjec

t o

r an

in

dire

ct o

bjec

t.

8.

The

ast

rono

mer

gav

e a

tou

r of

the

obs

erva

tory

.

9.

Her

ass

ista

nt s

how

ed u

s th

e in

the

cen

ter

of t

he r

oom

.

10.

We

look

ed u

p a

nd s

aw t

he

abo

ve u

s.

11.

“I w

ill s

end

an

invi

tatio

n to

our

next

op

en h

ouse

,” t

he a

stro

nom

er s

aid.

12.

We

exp

ress

ed o

ur

and

left

. inte

rest

ing,

P.A

.

title

, P.N

.

fasc

inat

ing,

P.A

.

plan

ets,

P.N

.

insp

ired,

P.A

.

enth

usia

st, P

.N.

astro

nom

er, P

.N.

us tele

scop

es

star

s

you

appr

ecia

tion

indi

rect

obj

ect

dire

ct o

bjec

t

dire

ct o

bjec

t

indi

rect

obj

ect

dire

ct o

bjec

t

Poss

ible

resp

onse

s ar

e sh

own.

63G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_063

.indd

639/

11/0

61:

45:5

6PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eA

ctio

n a

nd

Lin

kin

g V

erb

s

Less

on

18

Cir

cle

the

verb

in e

ach

sen

ten

ce. T

hen

wri

te w

het

her

it is

us

ed a

s an

act

ion

verb

or

a lin

king

ver

b.

1.

The

sky

on

that

June

nig

ht a

pp

eare

d ha

zy.

2.

The

moo

n ca

st a

n ee

rie s

hado

w a

cros

s th

e ya

rd.

3.

Dan

look

ed u

p t

owar

d th

e st

ars.

4.

He

felt

tired

tha

t ev

enin

g.

5.

The

tem

per

atur

e gr

ew c

olde

r an

d co

lder

.

6.

Dan

sm

elle

d th

e lo

gs b

urni

ng in

the

fire

pla

ce.

Wri

te a

sen

ten

ce f

or

each

ver

b. T

hen

wri

te w

het

her

yo

u us

ed t

he

verb

as

an a

ctio

nve

rb o

r a

linki

ng v

erb.

7.

dre

w

8.

loo

ked

9.

see

med

10.

sho

wed

11.

hea

rd

12.

sou

nded

linki

ng v

erb

actio

n ve

rb

actio

n ve

rb

linki

ng v

erb lin

king

ver

b

actio

n ve

rb

Poss

ible

resp

onse

s ar

e sh

own.

Henr

y dr

ew a

pic

ture

of t

he m

oon

and

star

s.

actio

n ve

rb

The

finis

hed

pict

ure

look

ed g

ood.

lin

king

ver

b

Henr

y se

emed

ple

ased

with

his

wor

k.

linki

ng v

erb

He s

how

ed th

e pi

ctur

e to

his

mot

her.

actio

n ve

rb

He h

eard

his

mot

her t

alki

ng a

bout

his

dra

win

g.

actio

n ve

rb

She

soun

ded

very

pro

ud o

f Hen

ry.

linki

ng v

erb

64G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_064

.indd

649/

11/0

61:

47:0

8PM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

18

(1) L

ast

wee

k, o

ur

teac

her

ass

ign

ed u

s a

pro

ject

ab

ou

t th

e p

lan

ets.

(2) W

e fo

un

d

ou

t th

at J

up

iter

is t

he

larg

est

pla

net

an

d t

hat

par

ts o

f it

ap

pea

r re

d w

hen

vie

wed

thro

ug

h a

tel

esco

pe.

(3) T

he

rese

arch

we

did

see

med

un

end

ing,

bu

t it

was

inte

rest

ing.

(4) B

y th

e p

roje

ct’s

du

e d

ate,

we

had

cre

ated

a v

ideo

fo

r o

ur

pre

sen

tati

on

. (5) G

ian

t

Sto

rm w

as t

he

titl

e. (6

) We

spen

t h

ou

rs o

n o

ur

pro

ject

, an

d w

e fe

lt p

rou

d w

hen

we

pre

sen

ted

it t

o t

he

clas

s.

1.

Whi

ch w

ord

in S

ente

nce

1 is

an

indi

rect

obj

ect?

Aw

eek

Bou

rC

usD

pro

ject

2.

Whi

ch is

tru

e ab

out

the

unde

rline

d ve

rbs

in S

ente

nce

2?A

Both

are

act

ion

verb

s.B

Is is

an

actio

n ve

rb, a

nd a

ppea

ris

a li

nkin

g ve

rb.

CBo

th a

re li

nkin

g ve

rbs.

DAp

pear

is a

n ac

tion

verb

, and

isis

a li

nkin

g ve

rb.

3.

Whi

ch id

entif

ies

the

unde

rline

d w

ord

in S

ente

nce

3?A

pre

dica

te a

djec

tive

Blin

king

ver

bC

pre

dica

te n

omin

ativ

eD

indi

rect

obj

ect

4.

Whi

ch w

ord

in S

ente

nce

4 is

a d

irect

ob

ject

?A

date

Bw

eC

vide

oD

pre

sent

atio

n

5.

Whi

ch id

entif

ies

the

unde

rline

d w

ord

in S

ente

nce

5?A

pre

dica

te a

djec

tive

Blin

king

ver

bC

pre

dica

te n

omin

ativ

eD

indi

rect

obj

ect

6.

Whi

ch is

tru

e ab

out

the

unde

rline

d ve

rbs

in S

ente

nce

6?A

Both

are

act

ion

verb

s.B

Spen

t is

an

actio

n ve

rb, a

nd fe

ltis

a li

nkin

g ve

rb.

CBo

th a

re li

nkin

g ve

rbs.

DFe

lt is

an

actio

n ve

rb, a

nd s

pent

is a

link

ing

verb

.

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

Gra

mm

ar–W

riti

ng

C

on

nec

tio

n

65G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_065

.indd

659/

11/0

61:

47:4

5PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e A

ctio

n a

nd

Lin

kin

g V

erb

s

Less

on

18

Iden

tify

th

e un

der

lined

wo

rd in

eac

h s

ente

nce

as

dire

ct o

bjec

t o

r in

dire

ct o

bjec

t.

1.

My

neig

hbor

giv

es m

e a

book

abo

ut t

he s

olar

sys

tem

.

2.

I s

ay t

hat

I will

ret

urn

it af

ter

I fin

ish

read

ing

it.

3.

I c

aref

ully

rea

d ea

ch c

hap

ter

with

gre

at in

tere

st.

4.

I r

etur

n th

e bo

ok a

nd t

ell m

y fr

iend

I re

ally

like

it.

Wri

te a

sen

ten

ce f

or

each

ver

b, u

sin

g t

he

form

iden

tifi

ed in

par

enth

eses

( )

.

5.

fee

ls (

linki

ng v

erb)

6.

fee

ls (

actio

n ve

rb)

7.

sm

ells

(lin

king

)

8.

sm

ells

(ac

tion)

9.

loo

ks (

linki

ng)

10.

loo

ks (

actio

n)

Poss

ible

resp

onse

s ar

e sh

own.

Sim

on fe

els

happ

y w

hen

he p

aint

s flo

wer

s.

He fe

els

the

bris

tles

of th

e pa

intb

rush

.

The

rose

sm

ells

goo

d.

Sim

on s

mel

ls th

e ot

her f

low

ers.

The

pain

ting

look

s al

mos

t fin

ishe

d.

Sim

on lo

oks

at it

car

eful

ly.

indi

rect

obj

ect

dire

ct o

bjec

t

dire

ct o

bjec

t

dire

ct o

bjec

t

66G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_066

.indd

66

9/11

/06

1:4

8:46

PM

© H

arco

urt

• G

rade

6

Nam

eSi

mp

le T

ense

s:Pr

esen

t Te

nse

Less

on

19

Cir

cle

the

corr

ect

pre

sen

t-te

nse

fo

rm o

f th

e ve

rb in

p

aren

thes

es (

).

1.

Man

y sa

y th

at M

aya

Lin

(are

, is,

wer

e) o

ne o

f our

fine

st a

rchi

tect

s.

2.

She

(co

mes

, cam

e, c

ome)

from

a w

ell-e

duca

ted

fam

ily o

f Chi

nese

Am

eric

ans.

3.

Her

mos

t fa

mou

s m

onum

ent

now

(st

ood,

sta

nds,

sta

nd)

in W

ashi

ngto

n, D

.C.

4.

Peo

ple

(vi

site

d, v

isits

, vis

it) t

he V

ietn

am V

eter

ans

Mem

oria

l des

igne

d by

Lin

.

5.

Tou

rists

(ca

rrie

s, c

arry

, car

ried)

vid

eo e

qui

pm

ent

to t

he s

ite.

6.

Lin

som

etim

es (

disc

uss,

dis

cuss

ed, d

iscu

sses

) th

e m

emor

ial w

hen

she

spea

ks.

7.

Her

pre

sent

atio

ns (

is, w

ere,

are

) in

tere

stin

g.

Rew

rite

eac

h s

ente

nce

. Use

th

e p

rese

nt-

ten

se f

orm

of

the

verb

in p

aren

thes

es (

).

8.

The

new

res

taur

ant

near

our

hom

e v

ery

unus

ual.

(be)

9.

It

a t

radi

tiona

l sty

le w

ith a

mod

ern

styl

e. (

mix

)

10.

One

long

win

dow

u

p t

he e

ntire

fron

t of

the

res

taur

ant.

(ta

ke)

11.

Pic

ture

s of

hug

e sa

ndw

iche

s p

aint

ed o

n th

e w

indo

w. (

be)

12.

The

ow

ner

to

add

new

pic

ture

s w

eekl

y. (

try)

The

new

rest

aura

nt n

ear o

ur h

ome

is v

ery

unus

ual.

It m

ixes

a tr

aditi

onal

sty

le w

ith a

mod

ern

styl

e.

One

long

win

dow

take

s up

the

entir

e fro

nt o

f the

rest

aura

nt.

Pict

ures

of h

uge

sand

wic

hes

are

pain

ted

on th

e w

indo

w.

The

owne

r trie

s to

add

new

pic

ture

s w

eekl

y.

67G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_067

.indd

679/

11/0

61:

49:2

9PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eSi

mp

le T

ense

s:Pr

esen

t Te

nse

Less

on

19

Wri

te t

he

corr

ect

form

of

the

verb

in p

aren

thes

es (

).

1.

The

con

stru

ctio

n w

orke

rs

the

ir to

ols

on t

he fl

oor.

(sit,

set

)

2.

The

y d

own

and

take

a n

ap. (

lay,

lie)

3.

The

job

site

is fa

r fr

om t

he c

ity, s

o th

ey

ear

ly e

very

mor

ning

. (ra

ise,

ris

e)

4.

Som

e w

orke

rs

on

a be

nch

and

take

a b

reak

. (si

t, s

et)

5.

Lat

er, t

hey

ste

el b

eam

s to

the

sec

ond

floor

. (ra

ise,

ris

e)

6.

One

wor

ker

bega

n to

s

ome

bric

ks in

a r

ow. (

lay,

lie)

Use

eac

h v

erb

in a

sen

ten

ce o

f yo

ur o

wn

.

7.

ris

e

8.

lay

9.

sit

10.

rai

se

11.

lie

(m

eani

ng t

o le

an o

r re

st)

12.

set

set

lie

rise

sit

rais

e

lay

Acce

pt re

ason

able

resp

onse

s.

68G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_068

.indd

689/

11/0

61:

49:5

8PM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

19

(1) “

Ple

ase

rais

e yo

ur

han

d b

efo

re y

ou

ch

oo

se a

n a

rt b

oo

k f

or

ou

r fr

ee-

read

ing

per

iod

,” m

y te

ach

er s

ay a

s sh

e se

ts t

he

bo

ok

s o

n h

er d

esk

. (2) “

Yo

u is

the

firs

t st

ud

ents

to

see

th

e n

ew a

rt b

oo

ks.

(3) Y

ou

has

fiv

e m

inu

tes,

beg

inn

ing

no

w, t

o c

ho

ose

a b

oo

k. (4

) Aft

er y

ou

ch

oo

se y

ou

r b

oo

k, p

leas

e se

t d

ow

n a

t yo

ur

des

k a

nd

sta

rt r

ead

ing.

(5) L

ay t

he

bo

ok

on

yo

ur

des

k w

hen

it is

tim

e fo

r lu

nch

,

and

yo

u m

ay r

etu

rn t

o it

late

r. (6

) Ple

ase

carr

y th

e ex

tra

bo

ok

s to

th

e sh

elve

s.”

1.

Whi

ch c

hang

e sh

ould

be

mad

e in

Se

nten

ce 1

?A

Cha

nge

rais

e to

ris

e.B

Cha

nge

choo

se t

o ch

oose

s.C

Cha

nge

say

to s

ays.

DC

hang

ese

ts t

o si

ts.

2.

Whi

ch is

the

cor

rect

form

of t

he

unde

rline

d ve

rb in

Sen

tenc

e 2?

Aar

eB

beC

was

Dco

rrec

t as

is

3.

Whi

ch is

the

cor

rect

form

of t

he

unde

rline

d ve

rb in

Sen

tenc

e 3?

Aha

dB

have

Cha

ving

Dco

rrec

t as

is

4.

Whi

ch c

hang

e, if

any

, sho

uld

be m

ade

in S

ente

nce

4?A

Cha

nge

choo

se t

o ch

oose

s.B

Cha

nge

set

to s

it.C

Cha

nge

star

t to

sta

rts.

DM

ake

no c

hang

e.

5.

Whi

ch c

hang

e, if

any

, sho

uld

be m

ade

in S

ente

nce

5?A

Cha

nge

Lay

to L

ie.

BC

hang

eis

to

are.

CC

hang

ere

turn

to

retu

rns.

DM

ake

no c

hang

e.

6.

Whi

ch is

the

cor

rect

form

of t

he

unde

rline

d ve

rb in

Sen

tenc

e 6?

Aca

rrie

dB

carr

ies

Cca

rryi

ngD

corr

ect

as is

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

Gra

mm

ar–W

riti

ng

C

on

nec

tio

n

69G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_069

.indd

699/

11/0

61:

50:3

6PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e Si

mp

le T

ense

s:Pr

esen

t Te

nse

Less

on

19

If t

he

und

erlin

ed v

erb

is c

orr

ect,

wri

te c

orre

ct. I

f n

ot,

wri

te

the

verb

co

rrec

tly.

Use

th

e p

rese

nt

ten

se.

1.

We

build

bird

hous

es fo

r ou

r sc

ienc

e p

roje

ct.

2.

The

y is

par

t of

the

uni

t on

ani

mal

hab

itats

.

3.

I m

akes

the

floo

r an

d w

alls

.

4.

My

par

tner

ham

mer

the

roo

f on

top

.

5.

She

put

s th

e fin

ishe

d p

rodu

ct in

to t

he c

ar.

Wri

te a

sen

ten

ce t

hat

beg

ins

wit

h t

he

pro

no

un g

iven

an

d in

clud

es t

he

corr

ect

pre

sen

t-te

nse

fo

rm o

f th

e ve

rb in

par

enth

eses

( )

.

6.

I (

go)

7.

He

(gue

ss)

8.

Sh

e (d

esig

n)

9.

Th

ey (

have

)

10.

We

(tak

e)

11.

Yo

u (r

un)

12.

It

(be)

corr

ect

are

mak

e ham

mer

s

corr

ect

Poss

ible

repo

nses

are

sho

wn.

I go

to th

e ar

chite

ctur

e ex

hibi

t.

He g

uess

es th

e na

me

of m

y fa

vorit

e ar

chite

ct.

She

desi

gns

man

y di

ffere

nt b

uild

ings

.

They

hav

e a

uniq

ue s

tyle

.

We

take

pic

ture

s of

the

exhi

bit.

You

run

back

to th

e ca

r.

It is

tim

e to

go

hom

e.

70G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_070

.indd

70

9/11

/06

1:5

2:17

PM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

20

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) W

e h

ad w

aite

d a

wee

k f

or

ou

r jo

urn

alis

m t

each

er t

o p

ost

th

e n

ewsp

aper

staf

f as

sign

men

ts. (2

) He

had

no

t w

ant

to g

ive

the

assi

gnm

ents

wit

ho

ut

seri

ou

s

pla

nn

ing.

(3) H

e an

no

un

ced

th

at h

e w

as p

ost

ing

the

assi

gnm

ents

wh

en c

lass

end

ed. (4

) He

told

us

this

yea

r’s

dec

isio

ns

had

bee

n t

he

mo

re d

iffi

cult

eve

r.

(5) T

he

teac

her

hel

d u

p t

he

list

an

d s

aid

, “T

his

po

siti

on

s ar

e fo

r n

ext

sem

este

r.”

(6) H

e ad

ded

, “I

exp

ect

this

to

be

the

bes

t st

aff

we

hav

e ev

er h

ad!”

1.

Whi

ch w

ords

in S

ente

nce

1 cr

eate

a

verb

phr

ase?

A

had

wai

ted

B

wai

ted

a w

eek

C

to p

ost

D

staf

f ass

ignm

ents

2.

Whi

ch is

the

cor

rect

way

to

writ

e th

e un

derli

ned

wor

ds in

Sen

tenc

e 2?

A

had

not

wan

ts t

o gi

veB

do

not

wan

ts t

o gi

veC

di

d no

t w

ant

to g

ive

D

has

not

wan

ts t

o gi

ves

3.

Whi

ch v

erb

in S

ente

nce

3 is

a h

elp

ing

verb

?A

an

noun

ced

B

was

C

pos

ting

D

ende

d

4.

Whi

ch is

the

cor

rect

way

to

writ

e th

e un

derli

ned

wor

d in

Sen

tenc

e 4?

A

man

yB

m

uch

C

mos

tD

co

rrec

t as

is

5.

Whi

ch is

the

cor

rect

way

to

writ

e th

e un

derli

ned

wor

d in

Sen

tenc

e 5?

A

That

B

Thes

eC

Th

em

D

corr

ect

as is

6.

Whi

ch is

the

cor

rect

way

to

writ

e th

e un

derli

ned

wor

d in

Sen

tenc

e 6?

A

bett

erB

m

ost

good

C

mos

t be

stD

co

rrec

t as

is

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

71G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_071

.indd

71

9/11

/06

1:5

3:06

PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e

Less

on

20

(1) C

elia

wat

ches

as

the

pla

ne

rise

s h

igh

in t

he

sky,

an

d t

hen

sh

e se

ts d

ow

n o

n a

ben

ch t

o r

oll

th

e n

ewsp

aper

s. (2

) Sh

e g

ives

me

a w

ave

bef

ore

sh

e st

arts

on

her

pap

er

rou

te t

hro

ug

h o

ur

nei

gh

bo

rho

od

. (3) S

he

carr

y th

e n

ewsp

aper

s in

a b

ig b

ag o

ver

her

sho

uld

er. (4

) Her

pap

er r

ou

te s

eem

s lo

ng

to

day

. (5) S

he

feel

s h

app

y w

hen

sh

e fi

nis

hes

the

rou

te, b

ut

she

loo

ks

exh

aust

ed. (6

) No

w, s

he

hav

e h

om

ewo

rk t

o f

inis

h!

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

1.

Whi

ch c

hang

e, if

any

, sho

uld

the

stud

ent

mak

e in

Sen

tenc

e 1?

A

Cha

nge

wat

ches

to

wat

ch.

B

Cha

nge

rises

to

rais

es.

C

Cha

nge

sets

to

sits

.D

It

is c

orre

ct a

s it

is.

2.

Whi

ch w

ord

in S

ente

nce

2 is

an

indi

rect

obj

ect?

A

me

B

she

C

her

D

our

3.

Whi

ch is

the

cor

rect

pre

sent

-ten

se

form

of t

he u

nder

lined

wor

d in

Se

nten

ce 3

?A

ca

rryi

ngB

ca

rrie

sC

ca

rrie

dD

co

rrec

t as

is

4.

Whi

ch id

entif

ies

the

unde

rline

d w

ord

in S

ente

nce

4?A

lin

king

ver

bB

p

redi

cate

adj

ectiv

eC

he

lpin

g ve

rbD

p

redi

cate

nom

inat

ive

5.

Whi

ch is

tru

e ab

out

the

unde

rline

d ve

rbs

in S

ente

nce

5?A

Bo

th a

re a

ctio

n ve

rbs.

B

Feel

s is

an

actio

n ve

rb, a

nd lo

oks

is

a lin

king

ver

b.C

Bo

th a

re li

nkin

g ve

rbs.

D

Look

s is

an

actio

n ve

rb, a

nd fe

els

is a

link

ing

verb

.

6.

Whi

ch is

the

cor

rect

form

of t

he

unde

rline

d ve

rb in

Sen

tenc

e 6?

A

is h

ave

B

did

havi

ngC

ha

sD

co

rrec

t as

is

72G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_072

.indd

72

9/11

/06

1:5

3:48

PM

© H

arco

urt

• G

rade

6

Nam

eSi

mp

le T

ense

s:

Past

an

d F

utu

re

Less

on

21

Use

th

e p

ast

ten

se a

nd

th

e fu

ture

ten

se t

o w

rite

fo

ur

sen

ten

ces

abo

ut

you

r fa

vori

te

even

ts in

th

e O

lym

pic

Gam

es. U

nd

erlin

e th

e p

ast-

ten

se v

erb

s. C

ircl

e th

e fu

ture

-ten

se

verb

s.

Rea

d t

he

sen

ten

ce a

nd

dec

ide

wh

eth

er t

he

verb

sh

oul

d b

e in

th

e p

ast

ten

se o

r th

e fu

ture

ten

se. T

hen

wri

te t

he

corr

ect

form

of

the

verb

in p

aren

thes

es (

).

1.

Our

cla

ss

a u

nit

on t

he O

lym

pic

Gam

es n

ext

wee

k. (

star

t)

2.

We

will

rea

d ab

out

the

athl

etes

who

in

the

gam

es in

an

cien

t G

reec

e. (

com

pet

e)

3.

Tom

orro

w I

how

anc

ient

ath

lete

s p

rep

ared

for

the

gam

es. (

rese

arch

)

4.

Ath

lete

s of

long

ago

t

o do

the

ir be

st. (

exp

ect)

5.

The

y a

gre

at d

eal o

f tim

e p

ract

icin

g fo

r th

e ga

mes

. (sp

end)

Mat

ch e

ach

ver

b w

ith

th

e ru

le t

hat

tel

ls h

ow

to

fo

rm t

he

pas

t te

nse

. Wri

te t

he

lett

er

(a, b

, c, o

r d

) th

at id

enti

fies

th

e ru

le. T

hen

wri

te t

he

pas

t-te

nse

fo

rm o

f th

e ve

rb.

a. A

dd

-ed

.c.

D

ou

ble

th

e fi

nal

co

nso

nan

t, a

nd

ad

d -

ed.

b.

Ch

ang

e y

to i,

an

d a

dd

-ed

.d

. A

dd

-d

.

6.

sto

p

7.

cre

ate

8.

try

9.

jum

p

10.

kno

t

11.

dis

cuss

12.

car

ry Ac

cept

reas

onab

le re

spon

ses.

will

sta

rt

com

pete

d

will

rese

arch

expe

cted

spen

t

c; s

topp

edd;

cre

ated

b; tr

ied

a; ju

mpe

dc;

kno

tted

a; d

iscu

ssed

b; c

arrie

d

73G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_073

.indd

739/

18/0

66:

08:5

7PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eSi

mp

le T

ense

s:

Past

an

d F

utu

re

Less

on

21

Wri

te t

he

mis

sin

g v

erb

fo

rms.

Pres

ent

Past

Futu

re

1.w

rest

led

2.lu

nge

3.sp

rain

ed

4.ho

p

5.w

orry

6.so

othe

d

Rew

rite

eac

h s

ente

nce

. Use

th

e p

ast-

ten

se f

orm

of

the

verb

in p

aren

thes

es (

).

7.

We

(wai

t) fo

r th

e at

hlet

es t

o ap

pea

r.

8.

The

y (s

curr

y) a

cros

s th

e ic

e to

tak

e th

eir

pos

ition

s.

9.

We

(lear

n) t

hat

a p

laye

r ha

d be

en h

urt.

10.

We

(ap

pla

ud)

as t

he g

ame

bega

n.

11.

The

pla

yers

rea

lly (

hust

le)

durin

g th

e ga

me.

12.

Aft

erw

ard,

mem

bers

of o

ne t

eam

(ca

rry)

the

ir go

alie

on

thei

r sh

ould

ers.

wre

stle

spra

in

soot

he

lung

ed

hopp

ed

wor

ried

will

wre

stle

will

lung

e

will

spr

ain

will

hop

will

wor

ry

will

soo

the

We

wai

ted

for t

he a

thle

tes

to a

ppea

r.

They

scu

rrie

d ac

ross

the

ice

to ta

ke th

eir p

ositi

ons.

We

lear

ned

that

a p

laye

r had

bee

n hu

rt.

We

appl

aude

d as

the

gam

e be

gan.

The

play

ers

real

ly h

ustle

d du

ring

the

gam

e.

Afte

rwar

d, m

embe

rs o

f one

team

car

ried

thei

r goa

lie o

n th

eir s

houl

ders

.

74G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_074

.indd

749/

11/0

62:

02:3

3PM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

21

(1) D

uri

ng

the

Oly

mp

ic G

ames

, we

lik

e to

en

joy

bas

ebal

l, an

d w

e w

atch

ed a

grea

t ga

me

last

wee

k. (2

) “If

yo

u t

hin

k t

he

team

pla

yed

har

d in

th

at g

ame,

” Ph

oeb

e

said

, “w

ait

un

til n

ext

wee

k w

hen

we

my

favo

rite

tea

m t

ake

the

fiel

d.”

(3) A

fter

the

gam

e, t

he

ann

ou

nce

r sa

id t

hat

on

e o

f th

e b

est

pla

yers

bat

ted

in a

rec

ord

nu

mb

er o

f

run

ner

s. (4

) Bef

ore

th

at h

app

ened

, so

met

hin

g st

artl

ing

wil

l occ

ur.

(5) A

fan

to

ss a

bal

l

on

to t

he

fiel

d d

uri

ng

a p

lay.

(6) O

ffic

ials

sh

ow

up

to

eje

ct t

he

fan

.

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

1.

Whi

ch w

ord

in S

ente

nce

1 is

a

pre

sent

-ten

se fo

rm o

f a v

erb?

Alik

eB

Gam

esC

wat

ched

Dvi

site

d

2.

Whi

ch v

erb

BEST

com

ple

tes

Sent

ence

2?

Asa

wB

seen

Cw

ill s

eeD

sees

3.

Whi

ch s

ente

nce

has

two

pas

t-te

nse

verb

s?A

Sent

ence

2B

Sent

ence

3C

Sent

ence

5D

Sent

ence

6

4.

How

sho

uld

the

stud

ent

revi

se

Sent

ence

4?

AC

hang

eha

ppen

ed t

o ha

ppen

.B

Cha

nge

will

occ

ur t

o oc

cur.

CC

hang

eha

ppen

ed t

o w

ill h

appe

n.D

Cha

nge

will

occ

ur t

o oc

curr

ed.

5.

Whi

ch is

the

cor

rect

form

of t

he

unde

rline

d ve

rb in

Sen

tenc

e 5?

Ato

ssin

gB

toss

esC

toss

edD

corr

ect

as is

6.

Whi

ch is

the

cor

rect

form

of t

he

unde

rline

d ve

rb in

Sen

tenc

e 6?

Ash

ows

Bsh

owed

Cw

ill s

how

Dsh

owin

g

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

75G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_075

.indd

759/

18/0

66:

09:0

5PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e Si

mp

le T

ense

s:

Past

an

d F

utu

re

Less

on

21

If t

he

und

erlin

ed v

erb

an

d it

s te

nse

are

co

rrec

t in

th

e se

nte

nce

, wri

te c

orre

ct. I

f th

ey a

re n

ot,

wri

te t

he

corr

ect

verb

fo

rm.

1.

Tom

orro

w, w

e w

orke

d on

our

vol

leyb

all s

kills

aga

in.

2.

We

pla

y to

imp

rove

our

vol

leyb

all s

kills

last

wee

k.

3.

Las

t Fr

iday

, the

coa

ch c

omp

limen

ted

the

way

we

will

pas

s th

e ba

ll.

4.

Yes

terd

ay a

fter

noon

, we

will

pra

ctic

e fo

r tw

o ho

urs.

5.

Las

t ni

ght,

we

talk

ed a

bout

the

new

sea

son.

6.

At

the

mee

ting

last

nig

ht, t

he c

oach

hur

ry t

o di

scus

s ev

eryt

hing

.

7.

Nex

t ye

ar, w

e co

mp

eted

at

a hi

gher

reg

iona

l lev

el.

Use

th

e p

ron

oun

an

d t

he

pas

t-te

nse

fo

rm o

f th

e ve

rb t

o w

rite

a s

ente

nce

. U

nd

erlin

e th

e co

rrec

t p

ast-

ten

se f

orm

of

the

verb

in y

our

sen

ten

ce.

8.

She;

tra

in

9.

The

y; id

entif

y

10.

We;

jog

will

wor

k

play

ed

pass

ed

prac

ticed

corr

ect

hurr

ied

will

com

pete

Poss

ible

resp

onse

s ar

e sh

own.

She

train

ed fo

r the

mar

atho

n.

They

iden

tifie

d th

e pl

ayer

s.

We

jogg

ed a

roun

d th

e tra

ck.

76G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_076

.indd

76

9/11

/06

2:0

4:07

PM

© H

arco

urt

• G

rade

6

Nam

ePr

inci

pal

Par

tso

f V

erb

s

Less

on

22

Use

th

e p

rese

nt

and

pas

t p

arti

cip

le p

arts

of

the

verb

pla

y to

wri

te f

ou

r se

nte

nce

s ab

ou

t yo

ur

favo

rite

gam

e. U

nd

erlin

e th

e p

rese

nt

par

tici

ple

fo

rms,

an

d c

ircl

e th

e p

ast

par

tici

ple

fo

rms.

Cir

cle

the

par

tici

ple

in e

ach

sen

ten

ce. T

hen

tel

l wh

eth

er it

is a

pre

sent

or

a pa

st p

arti

cipl

e.

1.

The

farm

ers

are

drill

ing

for

a w

ell.

2.

The

y ha

d no

t du

g fa

r.

3.

One

of t

he fa

rmer

s is

sho

utin

g ab

out

a di

scov

ery.

4.

The

sci

entis

t ha

d as

ked

the

farm

ers

abou

t th

e si

te.

5.

The

peo

ple

had

exc

avat

ed t

he g

roun

d.

6.

Man

y cl

ay fi

gure

s ar

e st

andi

ng in

form

atio

n.

Wri

te t

he

pre

sen

t p

arti

cip

le a

nd

pas

t p

arti

cip

le o

f ea

ch v

erb

.

Ver

bPr

esen

t Pa

rtic

iple

Past

Par

tici

ple

7.da

re

8.cr

y

9.se

lect

10.

gaze

11.

grab

12.

shou

t

13.

help

14.

dist

urb

15.

qua

lify Ac

cept

reas

onab

le re

spon

ses.

pres

ent

pres

ent

pres

ent

past

past

past

darin

g

cryi

ng

sele

ctin

g

gazi

ng

grab

bing

shou

ting

help

ing

dist

urbi

ng

qual

ifyin

g

dare

d

crie

d

sele

cted

gaze

d

grab

bed

shou

ted

help

ed

dist

urbe

d

qual

ified

77G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_077

.indd

779/

11/0

62:

04:5

0PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

ePr

inci

pal

Par

tso

f V

erb

s

Less

on

22

Wri

te t

he

mis

sin

g v

erb

par

ts.

Infi

nit

ive

Pres

ent

Part

icip

lePa

stPa

st P

arti

cip

le

1.to

jum

p

2.sk

atin

g

3.to

tum

ble

4.da

shin

gda

shed

5.to

pre

par

e

6.st

artin

gst

arte

d

7.to

car

ry

8.to

sp

lash

Rew

rite

eac

h s

ente

nce

. Use

th

e ve

rb a

nd

th

e p

rin

cip

al p

art

in p

aren

thes

es (

).

9.

The

em

per

or

wor

kers

to

build

a c

lay

arm

y.

(ord

er, p

ast

par

ticip

le)

10.

The

cra

ftw

orke

rs

eac

h fig

ure.

(pai

nt, p

rese

nt p

artic

iple

)

11.

The

y t

he a

rmy

with

the

em

per

or w

hen

he d

ied.

(bur

y, p

ast

par

ticip

le)

12.

Man

y vi

sito

rs

to

see

this

am

azin

g si

ght.

(com

e, p

rese

nt p

artic

iple

)

jum

ped

skat

ed

tum

bled

prep

ared

star

ted

carr

ied

spla

shed

jum

ped

skat

ed

tum

bled

dash

edpr

epar

ed

carr

ied

spla

shed

jum

ping

tum

blin

g

prep

arin

g

carr

ying

spla

shin

g

to s

kate

to d

ash

to s

tart

The

empe

ror h

as/h

ad o

rder

ed w

orke

rs to

bui

ld a

cla

y ar

my.

The

craf

twor

kers

are

/wer

e pa

intin

g ea

ch fi

gure

.

They

had

bur

ied

the

arm

y w

ith th

e em

pero

r whe

n he

die

d.

Man

y vi

sito

rs a

re c

omin

g to

see

this

am

azin

g si

ght.

78G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_078

.indd

789/

11/0

62:

05:2

6PM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

22

(1) M

y fr

ien

d is

tel

lin

g m

e ab

ou

t th

e m

use

um

exh

ibit

her

fam

ily

had

wan

ted

to

see

last

yea

r. (2

) Th

ey h

ad p

lan

ned

to

see

th

e sp

ecia

l

exh

ibit

ion

on

an

cien

t C

hin

a. (3

) “S

om

eth

ing

un

exp

ecte

d is

inte

rru

pti

ng

ou

r

pla

ns,

” m

y fr

ien

d’s

mo

m s

aid

. (4) “

I’m

hav

ing

a h

ard

tim

e g

etti

ng

th

e ca

r

to s

tart

.” (5

) “W

e t

o t

he

mu

seu

m, a

ren’

t w

e?”

my

frie

nd

had

ask

ed.

(6) H

er m

om

had

po

p o

pen

th

e h

oo

d t

o f

ind

a f

amil

y o

f sq

uir

rels

nes

tin

g n

ear

the

engi

ne.

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

1.

Whi

ch c

orre

ctly

iden

tifie

s th

e un

derli

ned

wor

d in

Sen

tenc

e 1?

Ain

finiti

veB

pre

sent

par

ticip

leC

pas

tD

pas

t p

artic

iple

2.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e to

Sen

tenc

e 2?

AC

hang

epl

anne

d to

pla

nnin

g.B

Cha

nge

had

to is

.C

Cha

nge

plan

ned

to p

lan.

DM

ake

no c

hang

e.

3.

Whi

ch c

orre

ctly

iden

tifie

s th

e un

derli

ned

wor

d in

Sen

tenc

e 3?

Ain

finiti

veB

pre

sent

par

ticip

leC

pas

t-te

nse

verb

Dp

ast

par

ticip

le

4.

Whi

ch c

orre

ctly

iden

tifie

s th

e un

derli

ned

wor

ds in

Sen

tenc

e 4?

Ain

finiti

veB

pre

sent

par

ticip

leC

pas

t-te

nse

verb

Dp

ast

par

ticip

le

5.

Whi

ch v

erb

coul

d co

mp

lete

Se

nten

ce 5

?A

had

gone

Bar

e go

ing

Cgo

neD

is g

oing

6.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e to

Sen

tenc

e 6?

AC

hang

epo

p to

pop

ping

.B

Cha

nge

pop

to p

oppe

d.C

Cha

nge

had

to is

.D

Mak

e no

cha

nge.

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

79G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_079

.indd

799/

11/0

62:

05:5

6PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e Pr

inci

pal

Par

tso

f V

erb

s

Less

on

22

Cir

cle

the

corr

ect

form

of

the

verb

in p

aren

thes

es (

).

1.

Ath

lete

s (h

ad c

omp

eted

, are

com

pet

ing)

in

cha

riots

long

ago

.

2.

Cha

riots

(ar

e ro

lling

, had

rol

led)

aro

und

the

trac

k du

ring

the

earli

est

Oly

mp

ic G

ames

.

3.

Hor

ses

(had

pul

led,

are

pul

ling)

the

m d

urin

g th

ose

race

s m

any

year

s ag

o.

4.

Tod

ay, w

e (a

re w

atch

ing,

had

wat

ched

) a

film

abo

ut c

hario

t ra

ces.

5.

Rig

ht n

ow, t

he t

each

er (

is lo

okin

g, h

as lo

oked

) fo

rwar

d to

tea

chin

g m

ore

info

rmat

ion

abou

t ch

ario

ts.

Wri

te t

he

pre

sen

t p

arti

cip

le a

nd

th

e p

ast

par

tici

ple

of

each

ver

b. T

hen

wri

te a

se

nte

nce

th

at in

clud

es t

he

spec

ifie

d v

erb

par

t.

6.

fad

e

Sen

ten

ce w

ith

pre

sen

t p

arti

cip

le:

7.

nod

Sen

ten

ce w

ith

pas

t p

arti

cip

le:

8.

fin

d

Sen

ten

ce w

ith

pas

t p

arti

cip

le:

9.

dis

pla

y

Sen

ten

ce w

ith

pre

sen

t p

arti

cip

le:

10.

hop

e

Sen

ten

ce w

ith

pre

sen

t p

arti

cip

le:

Poss

ible

sen

tenc

es

are

show

n.fa

ding

, fad

ed

nodd

ing,

nod

ded

findi

ng, f

ound

disp

layi

ng, d

ispl

ayed

hopi

ng, h

oped

The

colo

rs o

n th

e fig

ures

are

fadi

ng

aw

ay.

The

arch

aeol

ogis

t had

nod

ded

his

head

.

He h

ad fo

und

man

y im

porta

nt a

rtifa

cts.

Mus

eum

s ar

e di

spla

ying

them

.

Arc

haeo

logi

sts

are

hopi

ng to

find

mor

e.

80G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_080

.indd

80

9/11

/06

2:0

6:56

PM

© H

arco

urt

• G

rade

6

Nam

eR

egu

lar

and

Irre

gu

lar

Ver

bs

Less

on

23

Rew

rite

eac

h s

ente

nce

. Use

th

e ve

rb a

nd

th

e fo

rm s

ho

wn

in p

aren

thes

es (

).

1.

The

Uni

ted

Stat

es

a c

ount

ry t

hat

desi

red

inde

pen

denc

e. (

be, p

ast

tens

e)

2.

The

peo

ple

m

embe

rs o

f the

Con

tinen

tal C

ongr

ess.

(el

ect,

pas

t p

artic

iple

)

3.

The

y lo

ng a

nd h

ard

durin

g th

e ei

ghte

enth

cen

tury

. (w

orke

d, p

ast

par

ticip

le)

4.

The

y g

reat

pas

sion

for

thei

r ne

w c

ount

ry. (

have

, pas

t te

nse)

5.

Aft

er t

heir

hard

wor

k, fr

eedo

m

acr

oss

the

land

. (rin

g, p

ast

tens

e)

Wri

te t

he

pas

t te

nse

an

d t

he

pas

t p

arti

cip

le o

f ea

ch v

erb

.

Ver

bPa

st T

ense

Past

Par

tici

ple

6.th

ink

7.fly

8.fr

eeze

9.sh

rink

10.

do

11.

shak

e

12.

look

The

Unite

d St

ates

was

a c

ount

ry th

at d

esire

d in

depe

nden

ce.

The

peop

le h

ad e

lect

ed m

embe

rs o

f the

Con

tinen

tal C

ongr

ess.

They

had

wor

ked

long

and

har

d du

ring

the

eigh

teen

th c

entu

ry.

They

had

gre

at p

assi

on fo

r the

ir ne

w c

ount

ry.

Afte

r the

ir ha

rd w

ork,

free

dom

rang

acr

oss

the

land

.

thou

ght

flew

froze

shra

nk

did

shoo

k

look

ed

thou

ght

flow

n

froze

n

shru

nk

done

shak

en

look

ed

81G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_081

.indd

819/

11/0

62:

07:3

1PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eR

egu

lar

and

Irre

gu

lar

Ver

bs

Less

on

23

Co

mp

lete

eac

h s

ente

nce

. Wri

te t

he

corr

ect

pas

t-te

nse

fo

rm

or

pas

t p

arti

cip

le o

f th

e ve

rb in

par

enth

eses

( )

.

1.

Tho

mas

Jeffe

rson

t

he D

ecla

ratio

n of

Inde

pen

denc

e. (

writ

e)

2.

He

had

man

y fin

e m

anus

crip

ts in

the

pas

t. (

writ

e)

3.

Aft

er c

omp

letin

g th

e w

ork,

he

it t

o th

e C

ontin

enta

l Con

gres

s. (

give

)

4.

The

Con

gres

s t

he C

onst

itutio

n to

the

peo

ple

. (br

ing)

5.

The

peo

ple

had

o

ffici

als

to le

ad t

he g

over

nmen

t. (

choo

se)

6.

The

Uni

ted

Stat

es

oth

er c

ount

ries

abou

t de

moc

racy

. (te

ach)

Use

th

e p

ast

ten

se o

f ea

ch v

erb

to

wri

te a

sen

ten

ce o

f yo

ur o

wn

. Un

der

line

the

pas

t te

nse

of

the

verb

in t

he

sen

ten

ce.

7.

go

8.

com

e

9.

say

10.

fin

d

11.

hav

e

12.

tak

e

wro

te

writ

ten

gave

brou

ght

chos

en

taug

ht

Poss

ible

resp

onse

s ar

e sh

own.

We

wen

t to

the

audi

toriu

m.

An A

mer

ican

his

tory

exp

ert c

ame

to s

peak

to u

s.

She

said

man

y in

tere

stin

g th

ings

.

We

foun

d th

e pr

esen

tatio

n fa

scin

atin

g.

I had

a g

reat

tim

e.

I too

k a

pict

ure

of th

e pr

esen

tatio

n.

82G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

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K61_

GPB

_082

.indd

829/

11/0

62:

08:1

5PM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

23

(1) M

y si

ster

kn

ow

ed s

o m

uch

ab

ou

t h

isto

ry. (2

) Sh

e h

ad s

tud

y th

is

sub

ject

fo

r m

any

year

s. (3

) Sh

e te

ach

ed m

e so

mu

ch, a

nd

I w

ere

exci

ted

to

lear

n. (4

) Sh

e h

ad c

ho

se t

o le

arn

ab

ou

t h

isto

ry w

hen

sh

e w

as v

ery

you

ng.

(5) S

he

had

beg

an a

tten

din

g c

oll

ege

rig

ht

afte

r h

igh

sch

oo

l. (6

) Sh

e se

nt

me

a p

ictu

re la

st w

eek

, an

d it

sh

ow

ed h

er s

urr

ou

nd

ed b

y b

oo

ks

in t

he

lib

rary

.Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

1.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e in

Sen

tenc

e 1?

AC

hang

ekn

owed

to

know

s.B

Cha

nge

know

ed t

o kn

owin

g.C

Cha

nge

know

ed t

o kn

ew.

DM

ake

no c

hang

e.

2.

Whi

ch is

the

cor

rect

form

of t

he

unde

rline

d ve

rb in

Sen

tenc

e 2?

Aha

d st

udie

sB

had

stud

ying

Cha

d st

udie

dD

stud

y

3.

Whi

ch s

ente

nce

is t

he c

orre

ct w

ay

to w

rite

Sent

ence

3?

ASh

e te

ache

d m

e so

muc

h,

and

I was

exc

ited

to le

arn.

BSh

e ta

ught

me

so m

uch,

an

d I w

ere

exci

ted

to le

arn.

CSh

e te

ache

d m

e so

muc

h,

and

I am

exc

ited

to le

arn.

DSh

e ta

ught

me

so m

uch,

an

d I w

as e

xcite

d to

lear

n.

4.

Whi

ch c

hang

e sh

ould

be

mad

e in

Sen

tenc

e 4?

AC

hang

eha

d to

has

.B

Cha

nge

chos

e to

cho

sen.

CC

hang

ech

ose

to c

hoos

ed.

DC

hang

ew

as t

o ar

e.

5.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e in

Sen

tenc

e 5?

AC

hang

ebe

gan

to b

egun

.B

Cha

nge

bega

n to

beg

in.

CC

hang

ebe

gan

to b

egin

ning

.D

Mak

e no

cha

nge.

6.

Whi

ch s

ente

nce

has

no e

rror

s?A

Sent

ence

1B

Sent

ence

4C

Sent

ence

5D

Sent

ence

6

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

83G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_083

.indd

839/

18/0

66:

08:1

1PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e R

egu

lar

and

Irre

gu

lar

Ver

bs

Less

on

23

Cir

cle

the

corr

ect

form

of

the

verb

. Th

en w

rite

th

ein

fin

itiv

e fo

rm.

1.

Onl

y bo

ys (

go, w

ent,

gon

e) t

o sc

hool

in t

he A

mer

ican

col

onie

s.

2.

The

stu

dent

s ha

d (w

rite,

writ

ten,

wro

te)

the

alp

habe

t m

any

times

.

3.

If a

stu

dent

(sp

eak,

sp

oke,

sp

oken

) ou

t of

tur

n, h

e w

as p

unis

hed.

4.

The

y tr

ied

not

to (

com

e, c

ame,

com

es)

late

to

scho

ol.

Wri

te t

he

stat

ed f

orm

of

each

ver

b. T

hen

wri

te a

sen

ten

ce w

ith

th

at f

orm

.

5.

dra

w

pas

t te

nse:

6.

dra

w

pas

t p

artic

iple

:

7.

dri

nk

pas

t te

nse:

8.

dri

nk

pas

t p

artic

iple

:

9.

eat

p

ast

tens

e:

10.

eat

p

ast

par

ticip

le:

to s

peak

to g

o

to w

rite

to c

ome

Acce

pt re

ason

able

sen

tenc

es.

I dre

w a

n ill

ustra

tion

for m

y es

say

on c

olon

ial A

mer

ica.

I had

dra

wn

man

y ill

ustra

tions

in th

e pa

st.

We

lear

ned

that

col

onis

ts ra

rely

dra

nk w

ater

.

In E

ngla

nd th

ey h

ad n

ot d

runk

wat

er, e

ither

.

The

colo

nist

s at

e a

lot o

f cor

n.

They

had

not

eat

en c

orn

befo

re c

omin

g to

this

cou

ntry

.

drew dr

awn

dran

k

drun

k

ate ea

ten 84

Gra

mm

ar P

ract

ice

Bo

ok

RXE

NL0

8AW

K61_

GPB

_084

.indd

84

9/11

/06

2:0

9:51

PM

© H

arco

urt

• G

rade

6

Nam

ePe

rfec

t Te

nse

s

Less

on

24

Wri

te p

rese

nt p

erfe

ct o

r pa

st p

erfe

ct t

o id

enti

fy t

he

und

erlin

ed

verb

ph

rase

.

1.

Raj

had

stu

died

anc

ient

Egy

pt

for

man

y ye

ars.

2.

A r

epor

ter

has

inte

rvie

wed

him

sev

eral

tim

es.

3.

Raj

has

tol

d th

e re

por

ter

abou

t hi

s ne

w id

eas.

4.

The

tw

o ha

ve w

orke

d to

geth

er t

o w

rite

a bo

ok.

5.

The

y ha

d di

scus

sed

the

chap

ters

for

mon

ths

befo

re w

ritin

g.

6.

Sin

ce it

was

fini

shed

, Raj

has

felt

hap

py

with

the

boo

k.

Wri

te t

he

mis

sin

g t

ense

s of

eac

h v

erb

. In

clud

e th

e h

elp

ing

ver

bs.

Ver

bPr

esen

t Pe

rfec

tPa

st P

erfe

ct

7.bi

te

8.se

e

9.fly

10.

ride

11.

hold

12.

lose

13.

build

14.

look

15.

read

past

per

fect

pres

ent p

erfe

ct

pres

ent p

erfe

ct

pres

ent p

erfe

ct

past

per

fect

pres

ent p

erfe

ct

have

(or h

as) b

itten

have

(or h

as) s

een

have

(or h

as) f

low

n

have

(or h

as) r

idde

n

have

(or h

as) h

eld

have

(or h

as) l

ost

had

bitte

n

had

seen

had

flow

n

had

ridde

n

had

held

had

lost

had

built

had

look

ed

had

read

have

(or h

as) b

uilt

have

(or h

as) l

ooke

d

have

(or h

as) r

ead

85G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_085

.indd

859/

18/0

66:

08:2

2PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

ePe

rfec

t Te

nse

s

Less

on

24

Cir

cle

the

corr

ect

verb

ph

rase

to

co

mp

lete

eac

h s

ente

nce

.

1.

By

next

wee

k, w

e (h

ad s

pen

t, w

ill h

ave

spen

t) a

mon

th le

arni

ng a

bout

Egy

pt.

2.

Las

t ye

ar, w

e (w

ill h

ave

lear

ned,

had

lear

ned)

abo

ut a

ncie

nt G

reec

e.

3.

The

tea

cher

(w

ill h

ave

taug

ht, h

as t

augh

t) t

his

unit

to 3

00 s

tude

nts

by n

ext

year

.

4.

Now

she

(ha

s as

ked,

had

ask

ed)

stud

ents

to

help

with

the

cla

ss w

eb p

age.

5.

As

of n

ext

mon

th, I

(ha

d re

ad, w

ill h

ave

read

) th

ree

book

s on

Egy

ptia

n hi

stor

y.

6.

La

st y

ear

I (w

ill h

ave

read

, had

rea

d) o

nly

one

book

.

Wri

te a

sen

ten

ce, u

sin

g e

ach

ver

b in

th

e fu

ture

-per

fect

ten

se.

7.

go

8.

brin

g

9.

had

10.

rai

sed

11.

bui

ld

12.

col

lect

ed

Poss

ible

resp

onse

s ar

e sh

own.

I will

hav

e go

ne to

the

mus

eum

thre

e tim

es b

y th

e en

d of

ne

xt w

eek.

By to

mor

row

, we

will

hav

e br

ough

t all

of th

e Eg

yptia

n ar

t to

the

galle

ry.

I will

hav

e ha

d th

e m

ost t

iring

mon

th o

f my

life

whe

n th

is

exhi

bit i

s ov

er.

The

even

t will

hav

e ra

ised

$50

0 by

the

end

of th

e da

y.

They

will

hav

e bu

ilt th

e ne

w w

ing

by n

ext y

ear.

The

dire

ctor

will

hav

e co

llect

ed e

very

arti

fact

she

wan

ts

by th

en.

86G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_086

.indd

869/

11/0

62:

12:5

5PM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

24

(1) T

his

mo

nth

, we

hav

e le

arn

ed a

bo

ut

the

Gre

at S

ph

inx.

(2) B

y

the

end

of

the

un

it, w

e w

ill r

esea

rch

ed t

he

bu

ild

ing

pro

cess

. (3) T

he

sixt

h-g

rad

e cl

ass

had

wro

te s

ever

al p

aper

s ab

ou

t th

e G

reat

Sp

hin

x

bef

ore

last

sem

este

r en

ded

. (4) O

ur

clas

s h

as d

esig

ned

a p

rese

nta

tio

n

abo

ut

the

Gre

at S

ph

inx.

(5) A

t th

e b

egin

nin

g o

f th

e p

roje

ct, t

he

teac

her

had

su

gges

ted

th

at w

e u

se v

isu

al a

ids.

(6) M

y p

artn

er a

nd

I

man

y h

ou

rs o

n t

he

pro

ject

by

the

tim

e it

is f

inis

hed

.

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

1.

Whi

ch is

the

ten

se o

f the

und

erlin

ed

verb

in S

ente

nce

1?A

pas

tB

pre

sent

per

fect

Cp

ast

per

fect

Dfu

ture

per

fect

2.

Whi

ch c

hang

e sh

ould

be

mad

e to

the

un

derli

ned

verb

in S

ente

nce

2?A

Cha

nge

will

res

earc

hed

to

rese

arch

es.

BC

hang

ew

ill r

esea

rche

d to

w

ill h

ave

rese

arch

ed.

CC

hang

ew

ill r

esea

rche

d to

has

rese

arch

es.

DC

hang

ew

ill r

esea

rche

d to

w

ill h

ad r

esea

rche

d.

3.

How

sho

uld

the

unde

rline

d w

ords

in

Sen

tenc

e 3

be w

ritte

n?A

will

hav

e w

ritte

nB

had

writ

ten

Cha

s w

rote

Dha

d w

rote

4.

Whi

ch n

ames

the

ten

se o

f the

un

derli

ned

verb

in S

ente

nce

4?A

pre

sent

Bp

rese

nt p

erfe

ctC

pas

t p

erfe

ctD

futu

re p

erfe

ct

5.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e to

Sen

tenc

e 5?

AC

hang

eha

d to

hav

e.B

Cha

nge

sugg

este

d to

sug

gest

.C

Cha

nge

had

to h

as.

DM

ake

no c

hang

e.

6.

Whi

ch v

erb

coul

d co

mp

lete

Se

nten

ce 6

?A

has

spen

tB

will

hav

e sp

ent

Cha

d sp

end

Dha

s sp

ent

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

87G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_087

.indd

879/

11/0

62:

13:2

8PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e Pe

rfec

t Te

nse

s

Less

on

24

Cir

cle

the

ten

se o

f th

e ve

rb in

eac

h s

ente

nce

.

1.

We

will

hav

e go

ne o

n fo

ur fi

eld

trip

s by

the

end

of n

ext

sem

este

r.

pre

sent

per

fect

p

ast

per

fect

fu

ture

per

fect

2.

We

had

visi

ted

the

mus

eum

on

one

field

trip

last

mon

th.

pre

sent

per

fect

p

ast

per

fect

fu

ture

per

fect

3.

Our

cla

ss h

as lo

oked

for

inte

rest

ing

pla

ces

to g

o.

pre

sent

per

fect

p

ast

per

fect

fu

ture

per

fect

4.

Ear

lier,

the

teac

her

had

sugg

este

d a

visi

t to

the

new

exh

ibit

on a

ncie

nt E

gyp

t.

pre

sent

per

fect

p

ast

per

fect

fu

ture

per

fect

Wri

te a

sen

ten

ce, u

sin

g e

ach

ver

b in

th

e te

nse

sh

ow

n in

par

enth

eses

( )

.

5.

try

(p

rese

nt p

erfe

ct)

6.

pay

(fu

ture

per

fect

)

7.

thi

nk (

pas

t p

erfe

ct)

8.

giv

e (p

ast

per

fect

)

9.

pro

vide

(p

rese

nt p

erfe

ct)

10.

see

(fu

ture

per

fect

)

Poss

ible

repo

nses

are

sho

wn.

I ha

ve tr

ied

to fi

nd th

e ex

hibi

t of K

ing

Tut’s

tom

b.

If I c

an’t

find

it, I

will

hav

e pa

id fo

r not

hing

!

I had

thou

ght f

or a

long

tim

e ab

out v

isiti

ng it

.

The

guid

e ha

d gi

ven

the

last

tour

at 4

:00

P.M

.

How

ever

, he

has

prov

ided

a m

ap o

f the

six

th fl

oor.

Afte

r we

expl

ore

this

room

, we

will

hav

e se

en e

very

thin

g!

88G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_088

.indd

88

9/11

/06

2:1

4:42

PM

© H

arco

urt

• G

rade

6

Nam

e

Less

on

25

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) W

e h

ad w

ork

ed f

or

ho

urs

last

mo

nth

to

bu

ild

a m

od

el s

ailb

oat

fo

r

com

pet

itio

n. (2

) We

lear

ned

of

a p

rob

lem

wit

h o

ne

of

the

sail

s w

hen

we

firs

t

star

ted

. (3) W

e w

ill f

ix it

bef

ore

we

com

pet

e. (4

) We

are

thin

kin

g a

bo

ut

ho

w

to m

ake

the

fin

al a

dju

stm

ents

. (5) L

ast

wee

k, t

he

org

aniz

ers

of

the

com

pet

itio

n

us

all t

he

info

rmat

ion

we

nee

ded

. (6) Y

este

rday

, we

loo

k a

t

the

pla

ns

to k

eep

th

e m

od

el s

afe

on

th

e w

ay t

o t

he

com

pet

itio

n.

1.

Whi

ch fo

rm o

f the

ver

b is

und

erlin

ed

in S

ente

nce

1?A

p

ast

B

pas

t p

artic

iple

C

pre

sent

par

ticip

leD

in

finiti

ve

2.

Whi

ch c

hang

e, if

any

, sho

uld

be m

ade

in S

ente

nce

2?A

C

hang

e le

arne

d to

lear

ns.

B

Cha

nge

lear

ned

to h

ave

lear

ned.

C

Cha

nge

lear

ned

to w

ill h

ave

lear

ned.

D

Mak

e no

cha

nge.

3.

Whi

ch is

the

ten

se o

f the

und

erlin

ed

verb

in S

ente

nce

3?A

fu

ture

per

fect

ten

seB

p

rese

nt t

ense

C

pas

t te

nse

D

futu

re t

ense

4.

Whi

ch id

entif

ies

the

unde

rline

d ve

rb

form

in S

ente

nce

4?A

p

rese

nt p

artic

iple

B

pas

tC

p

ast

par

ticip

leD

in

finiti

ve

5.

Whi

ch v

erb

coul

d co

mp

lete

Se

nten

ce 5

?A

ha

ve o

ffere

dB

ha

s of

fere

dC

w

ill o

ffer

D

offe

red

6.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e in

Sen

tenc

e 6?

A

Cha

nge

look

to

will

look

.B

C

hang

e lo

ok t

o lo

oked

.C

C

hang

e lo

ok t

o ar

e lo

okin

g.D

M

ake

no c

hang

e.

89G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_089

.indd

89

9/11

/06

2:1

5:27

PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e

Less

on

25

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

Gra

mm

ar–W

riti

ng

Co

nn

ecti

on

(1) To

day

, my

frie

nd

has

tak

en a

sp

ecia

l tri

p t

o t

he

lak

e. (2

) Wh

en s

he

com

es b

ack

, sh

e w

ill h

ave

swu

m f

arth

er t

han

an

y st

ud

ent

in o

ur

sch

oo

l. (3

) Sh

e

has

bre

ak e

very

rec

ord

in t

he

cou

nty

! (4) L

ast

mo

nth

, sh

e

abo

ut

way

s to

imp

rove

at

her

sp

ort

. (5) S

he

me

a fu

ll r

epo

rt

on

th

e p

ho

ne

by

the

tim

e sh

e ge

ts h

om

e. (6

) I h

ad m

ake

up

my

min

d lo

ng

ago

to f

ind

a s

po

rt I

en

joy

as m

uch

as

my

frie

nd

en

joys

sw

imm

ing.

1.

Whi

ch id

entif

ies

the

tens

e of

the

un

derli

ned

verb

in S

ente

nce

1?A

p

ast

B

pas

t p

erfe

ctC

in

finiti

veD

p

rese

nt p

erfe

ct

2.

How

sho

uld

the

unde

rline

d ve

rb

in S

ente

nce

2 be

writ

ten?

A

had

swum

B

had

swim

med

C

will

hav

e sw

amD

co

rrec

t as

is

3.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e in

Sen

tenc

e 3?

A

Cha

nge

has

brea

k to

hav

e br

eake

d.B

C

hang

e ha

s br

eak

to h

as b

roke

n.C

C

hang

e ha

s br

eak

to b

roke

n.D

M

ake

no c

hang

e.

4.

Whi

ch v

erb

coul

d co

mp

lete

Se

nten

ce 4

?A

ha

d th

ough

tB

is

thi

nkin

gC

ha

ve t

houg

htD

ha

s th

inke

d

5.

Whi

ch v

erb

coul

d co

mp

lete

Se

nten

ce 5

?A

w

ill h

as g

iven

B

had

gave

C

will

hav

e gi

ven

D

give

6.

How

sho

uld

the

unde

rline

d ve

rb

in S

ente

nce

6 be

writ

ten?

A

have

mak

eB

ha

d m

ade

C

am m

akin

gD

co

rrec

t as

is

90G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_090

.indd

90

9/11

/06

2:1

6:01

PM

© H

arco

urt

• G

rade

6

Nam

ePr

og

ress

ive

Form

s

Less

on

26

Wri

te p

rese

nt p

rogr

essi

ve o

r pa

st p

rogr

essi

ve t

o id

enti

fyth

e un

der

lined

ver

b p

hra

se.

1.

We

wer

e st

udyi

ng s

izes

and

sha

pes

of p

lane

ts.

2.

We

are

rese

arch

ing

aste

roid

s.

3.

My

pro

ject

par

tner

was

wor

king

on

an a

ster

oid

mod

el.

4.

I a

m p

uttin

g to

geth

er a

map

of t

he a

ster

oid

belt.

5.

My

par

tner

is d

oing

all

she

can

to fi

nish

on

time.

6.

I w

as lo

okin

g fo

r cl

ear

pho

tos

of a

ster

oids

.

Wri

te t

he

stat

ed f

orm

of

each

ver

b t

o c

om

ple

te t

he

sen

ten

ce.

7.

rac

e (p

rese

nt p

rogr

essi

ve)

Th

e m

eteo

r t

hrou

gh t

he a

tmos

phe

re.

8.

wat

ch (

pre

sent

pro

gres

sive

)

Sc

ient

ists

c

aref

ully

to

obse

rve

its p

ath.

9.

tra

ck (

pas

t p

rogr

essi

ve)

O

ne a

stro

nom

er

the

pat

h as

ear

ly a

s la

st w

eek.

10.

che

ck (

pre

sent

pro

gres

sive

)

I

ast

rono

my

web

site

s to

find

mor

e in

form

atio

n.past

pro

gres

sive

pres

ent p

rogr

essi

ve

past

pro

gres

sive

past

pro

gres

sive

pres

ent p

rogr

essi

ve

pres

ent p

rogr

essi

ve

is ra

cing

are

wat

chin

g

was

trac

king

am c

heck

ing

91G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_091

.indd

919/

11/0

62:

16:3

4PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

ePr

og

ress

ive

Form

s

Less

on

26

If t

he

verb

ph

rase

is in

th

e fu

ture

-pro

gre

ssiv

e fo

rm, w

rite

futu

re p

rogr

essi

ve. I

f it

is n

ot,

use

th

e fu

ture

-pro

gre

ssiv

e fo

rmto

rew

rite

th

e se

nte

nce

.

1.

Cer

es is

goi

ng in

to t

he r

ecor

d bo

oks

as o

ne o

f the

larg

est

aste

roid

s.

2.

Res

earc

hers

wer

e ob

serv

ing

Cer

es in

the

sol

ar s

yste

m.

3.

Pal

as, a

noth

er a

ster

oid,

was

tra

velin

g in

our

sol

ar s

yste

m.

4.

You

will

be

clas

sify

ing

each

ast

eroi

d fo

r yo

ur r

esea

rch.

5.

Oth

er a

stro

nom

ers

are

mon

itorin

g th

e w

ork.

6.

I w

ill b

e us

ing

a va

riety

of r

esou

rces

to

follo

w t

he r

esea

rch.

Use

th

e p

ron

oun

an

d t

he

futu

re-p

rog

ress

ive

form

of

the

verb

in p

aren

thes

es (

) t

o

wri

te a

sen

ten

ce.

7.

(sh

e, v

iew

)

8.

(w

e, t

ry)

9.

(I,

read

)

10.

(th

ey, t

ell)

Cere

s w

ill b

e go

ing

into

the

reco

rd b

ooks

as

one

of th

e la

rges

t ast

eroi

ds.

Rese

arch

ers

will

be

obse

rvin

g Ce

res

in th

e so

lar s

yste

m.

Pala

s, a

noth

er a

ster

oid,

will

be

trave

ling

in o

ur

sola

r sys

tem

.

futu

re p

rogr

essi

ve

Othe

r ast

rono

mer

s w

ill b

e m

onito

ring

the

wor

k.

futu

re p

rogr

essi

ve

Poss

ible

resp

onse

s ar

e sh

own.

She

will

be

view

ing

the

met

eor s

how

er.

We

will

be

tryi

ng to

see

the

met

eor s

how

er.

I will

be

read

ing

abou

t met

eor s

how

ers.

They

will

be

telli

ng e

very

one

abou

t the

met

eors

.

92G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_092

.indd

929/

11/0

62:

17:2

2PM

© H

arco

urt

• G

rade

6

Nam

eG

ram

mar

–Wri

tin

g

Co

nn

ecti

on

Less

on

26

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) L

ast

wee

k, w

e ar

e p

lan

nin

g t

o fi

nis

h a

n a

ssig

nm

ent

earl

y fo

r o

ur

scie

nce

teac

her

. (2) Y

este

rday

, on

e o

f m

y cl

assm

ates

wil

l be

jott

ing

do

wn

idea

s fo

r a

new

arti

cle

the

teac

her

ask

ed u

s to

wri

te. (3

) We

wer

e th

ink

ing

ab

ou

t h

ow

to

fi n

ish

th

e

arti

cle

earl

y. (4

) Nex

t w

eek

, a c

lass

mat

e cr

eate

d g

rap

hic

s fo

r th

e ar

ticl

e. (5

) Ou

r

teac

her

wil

l be

wal

kin

g in

to t

he

roo

m w

hen

we

sho

w h

er t

he

arti

cle.

(6) A

t th

e en

d

of

the

up

com

ing

sem

este

r, w

e su

bm

itti

ng

it t

o a

mag

azin

e.

1.

How

sho

uld

the

unde

rline

d w

ords

in

Sent

ence

1 b

e w

ritte

n?A

pla

nB

wer

e p

lann

ing

Cw

ill b

e p

lann

ing

Dp

lann

ing

2.

Whi

ch c

hang

e sh

ould

the

stu

dent

m

ake

to S

ente

nce

2?A

Cha

nge

Yest

erda

y to

Tom

orro

w.

BC

hang

ew

ill b

e jo

ttin

g to

are

jott

ing.

CC

hang

ew

rite

to w

rote

.D

Cha

nge

writ

e to

are

writ

ing.

3.

Whi

ch d

escr

ibes

the

und

erlin

ed

wor

ds in

Sen

tenc

e 3?

Ap

rese

nt-p

rogr

essi

ve fo

rmB

pas

t-p

rogr

essi

ve fo

rmC

futu

re-p

rogr

essi

ve fo

rmD

infin

itive

4.

Whi

ch s

how

s th

e co

rrec

t w

ay t

o w

rite

Sent

ence

4?

ALa

st w

eek,

a c

lass

mat

e w

ill c

reat

e gr

aphi

cs fo

r th

e ar

ticle

.B

Yest

erda

y, a

cla

ssm

ate

is c

reat

ing

grap

hics

for

the

artic

le.

CLa

ter,

a cl

assm

ate

is c

reat

ed

grap

hics

for

the

artic

le.

DN

ext

wee

k, a

cla

ssm

ate

will

be

crea

ting

grap

hics

for

the

artic

le.

5.

Whi

ch d

escr

ibes

the

und

erlin

ed

wor

ds in

Sen

tenc

e 5?

Ap

rese

nt-p

rogr

essi

ve fo

rmB

pas

t-p

rogr

essi

ve fo

rmC

futu

re-p

rogr

essi

ve fo

rmD

infin

itive

6.

How

sho

uld

the

unde

rline

d w

ord

in

Sent

ence

6 b

e w

ritte

n?A

to s

ubm

itB

wer

e su

bmitt

ing

Cam

sub

mitt

ing

Dw

ill b

e su

bmitt

ing

93G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_093

.indd

939/

11/0

62:

17:4

7PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e Pr

og

ress

ive

Form

s

Less

on

26

Cir

cle

the

pro

gre

ssiv

e-ve

rb p

hra

se. I

f it

is c

orr

ect,

wri

teco

rrec

t. If

it is

no

t, w

rite

th

e co

rrec

t p

rog

ress

ive-

verb

ph

rase

.

1.

Las

t m

onth

, we

will

be

doin

g ex

per

imen

ts.

2.

Dur

ing

the

pas

t w

eek,

we

are

star

ting

new

exp

erim

ents

.

3.

I w

as w

ritin

g ex

per

imen

t re

sults

last

wee

k.

4.

The

tea

cher

will

be

givi

ng n

ew in

form

atio

n ye

ster

day.

5.

We

will

be

finis

hing

the

exp

erim

ents

nex

t w

eek.

6.

Nex

t ye

ar, s

tude

nts

wer

e co

mp

letin

g ne

w e

xper

imen

ts.

Rep

lace

eac

h p

ast-

ten

se v

erb

wit

h it

s p

ast-

pro

gre

ssiv

e fo

rm, e

ach

pre

sen

t-te

nse

ve

rb w

ith

its

pre

sen

t-p

rog

ress

ive

form

, an

d e

ach

fut

ure-

ten

se v

erb

wit

h it

s fu

ture

-pro

gre

ssiv

e fo

rm.

7.

The

sun

spot

s (in

terf

ered

) w

ith r

adio

rec

eptio

n.

8.

Sci

entis

ts (

pre

dict

ed)

ong

oing

pro

blem

s.

9.

The

y (d

o)

all

they

can

to

lear

n m

ore

abou

t su

nsp

ots.

10.

Nex

t ye

ar, t

he s

unsp

ots

(will

occ

ur)

oft

en.

11.

Res

earc

hers

(w

rite)

a

bout

the

effe

cts

of s

unsp

ots.

12.

One

day

, res

earc

hers

(w

ill d

isco

ver)

even

mor

e.

13.

I (

hop

e)

to

stud

y as

tron

omy

in c

olle

ge.

14.

I (

look

ed)

into

the

bes

t p

rogr

ams

last

yea

r.

15.

My

aunt

and

I (d

rove

) t

o vi

sit

a ne

arby

col

lege

.

wer

e do

ing

wer

e st

artin

g

corr

ect w

as g

ivin

g

corr

ect

will

be

com

plet

ing

wer

e in

terfe

ring

wer

e pr

edic

ting

are

doin

g

will

be

occu

rrin

g

are

writ

ing

will

be

disc

over

ing

am h

opin

g

was

look

ing

wer

e dr

ivin

g

94G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_094

.indd

94

9/11

/06

2:1

8:30

PM

© H

arco

urt

• G

rade

6

Nam

eC

on

trac

tio

ns

Less

on

27

Rew

rite

eac

h s

ente

nce

. Rep

lace

eac

h c

on

trac

tio

n w

ith

th

ew

ord

s in

ful

l.

1.

I’m

rea

ding

a b

ook

abou

t th

e vo

yage

of t

he T

itani

c.

2.

Rem

embe

r th

at w

e’re

see

ing

the

mov

ie n

ext

wee

k.

3.

You

’ll n

eed

to fi

nish

the

boo

k by

the

n.

4.

The

y’re

rea

lly lo

okin

g fo

rwar

d to

lear

ning

abo

ut t

he s

hip

.

Use

eac

h w

ord

to

wri

te a

sen

ten

ce.

5.

it’s

6.

its

7.

you

r

8.

you

’re

9.

the

y’re

10.

the

ir

I am

read

ing

a bo

ok a

bout

the

voya

ge o

f the

Tita

nic.

Rem

embe

r tha

t we

are

seei

ng th

e m

ovie

nex

t wee

k.

You

will

nee

d to

fini

sh th

e bo

ok b

y th

en.

They

are

real

ly lo

okin

g fo

rwar

d to

lear

ning

abo

ut th

e sh

ip.

It’s

goin

g to

be

the

grea

test

shi

p ev

er b

uilt!

Have

you

see

n its

gra

nd s

tairc

ase?

Do y

ou h

ave

your

tick

et fo

r pas

sage

?

You’

re n

ot a

llow

ed o

n th

is d

eck.

They

’re g

oing

to th

e di

ning

hal

l.

Thei

r cab

in is

ver

y co

mfo

rtabl

e.

Poss

ible

resp

onse

s ar

e sh

own.

95G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_095

.indd

959/

11/0

62:

19:3

0PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eC

on

trac

tio

ns

Less

on

27

Co

mp

lete

eac

h s

ente

nce

wit

h t

he

con

trac

tio

n f

or

the

wo

rds

in p

aren

thes

es (

).

1.

The

mot

orbo

at’s

eng

ine

sta

rt. (

wou

ld n

ot)

2.

I a

ble

to fi

nd it

s m

anua

l. (w

as n

ot)

3.

The

oth

ers

find

it e

ither

. (co

uld

not)

4.

“ y

ou t

he o

ne w

ho h

ad it

last

?” I

aske

d m

y fr

iend

. (A

re n

ot)

5.

“I

see

n it

sinc

e w

e st

arte

d th

is m

orni

ng,”

she

sai

d. (

have

not

)

6.

“ y

ou t

ake

it ho

me

to r

ead

last

nig

ht?”

(D

id n

ot)

7.

“We

thi

nkin

g ab

out

that

.” (

wer

e no

t)

8.

“Wel

l, sh

e k

now

how

to

fix t

he e

ngin

e w

ithou

t it.

” (d

oes

not)

Wri

te t

he

con

trac

tio

n f

or

the

wo

rd(s

). T

hen

wri

te a

sen

ten

ce t

hat

incl

udes

th

e co

ntr

acti

on

.

9.

has

not

10.

will

not

11.

can

not

12.

is

not

13.

did

not

14.

sho

uld

not

15.

had

not

wou

ldn’

tw

asn’

t coul

dn’t

Aren

’tha

ven’

tDi

dn’t

wer

en’t

does

n’t

hasn

’tHe

has

n’t f

inis

hed

writ

ing

his

play

.w

on’t

We

won

’t be

abl

e to

wat

ch T

V un

til h

e is

don

e.ca

n’t

He c

an’t

thin

k of

a g

ood

endi

ng.

isn’

tHe

isn’

t sur

e if

the

play

sho

uld

end

with

the

boat

’s s

inki

ng.

didn

’tIt

didn

’t se

em ri

ght.

shou

ldn’

tSh

ould

n’t y

ou s

ay s

omet

hing

abo

ut th

e su

rviv

ors?

hadn

’tI h

adn’

t im

agin

ed th

at it

wou

ld b

e so

sad

.

Poss

ible

resp

onse

s ar

e sh

own.

96G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_096

.indd

969/

11/0

62:

20:1

0PM

© H

arco

urt

• G

rade

6

Nam

eG

ram

mar

–Wri

tin

g

Co

nn

ecti

on

Less

on

27

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) I

ts a

lmo

st t

ime

to le

ave

on

th

e ex

ped

itio

n, a

nd

I c

an’t

fi n

d t

he

map

s in

the

exp

edit

ion

org

aniz

ers’

mat

eria

ls. (2

) We’

ll h

ave

to lo

ok

in t

hey

’re

tru

nk

s.

(3) W

e w

ill n

ot

be

able

to

leav

e w

ith

ou

t th

e m

aps.

(4) I

am

no

t g

oin

g t

o w

orr

y

bec

ause

I k

no

w t

he

map

s ar

e h

ere

som

ewh

ere.

(5) I

’ve

fou

nd

th

e m

aps;

we

do

n’t

hav

e to

loo

k a

nym

ore

, so

we’

re r

ead

y to

go.

(6) W

e ar

en’t

goin

g to

wai

t an

oth

er

mo

men

t to

leav

e!

1.

Whi

ch c

hang

e sh

ould

be

mad

e in

Se

nten

ce 1

?A

Cha

nge

Its

to It

’s.

BC

hang

eIt

s to

Its’

.C

Cha

nge

can’

t to

can

t.D

Cha

nge

can’

t to

can

’not

.

2.

Whi

ch is

the

cor

rect

way

to

writ

e th

e un

derli

ned

wor

d in

Sen

tenc

e 2?

Ath

ey a

reB

ther

eC

thei

rD

they

re

3.

Whi

ch is

the

con

trac

tion

for

the

unde

rline

d w

ords

in S

ente

nce

3?A

wo’

ntB

won

tC

will

’nt

Dw

on’t

4.

Whi

ch is

the

con

trac

tion

for

the

unde

rline

d w

ords

in S

ente

nce

4?A

I’am

BIa

m’

CI’m

DIm

5.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e in

Sen

tenc

e 5?

AC

hang

eI’v

e to

Ive.

BC

hang

edo

n’t

to d

o’nt

.C

Cha

nge

we’

re t

o w

ere.

DM

ake

no c

hang

e.

6.

Whi

ch a

re t

he fu

ll w

ords

for

the

cont

ract

ion

in S

ente

nce

6?A

am n

otB

are

not

Cha

ve n

ot

Dw

ill n

ot

97G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_097

.indd

979/

11/0

62:

20:3

1PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e C

on

trac

tio

ns

Less

on

27

Wri

te a

co

ntr

acti

on

to

co

rrec

tly

com

ple

te e

ach

sen

ten

ce.

1.

We

knew

tha

t b

ette

r hu

rry

if w

e w

ante

d to

be

on t

ime.

2.

“W

hat

will

hap

pen

if w

e do

not

get

to

the

dock

bef

ore

tim

e to

sa

il?”

I ask

ed.

3.

“ g

oing

be

on t

ime,

” m

y gr

andm

othe

r sa

id.

4.

w

avin

g to

us

from

the

hou

se.

5.

If w

e ca

ll ah

ead,

I th

ink

wai

t fo

r us

.

6.

r

ight

; tha

t is

a v

ery

good

idea

.

If t

he

sen

ten

ce is

co

rrec

t, w

rite

cor

rect

. If

it is

no

t, w

rite

th

e se

nte

nce

co

rrec

tly.

7.

The

Mor

se c

ode

book

is y

our’s

.

8.

I s

aw t

he o

ld M

orse

cod

e bo

ok, a

nd it

’s c

over

was

tor

n.

9.

The

rad

io o

ffice

r sa

id w

e w

ere

the

best

stu

dent

s of

all.

10.

I c

an’n

ot r

ead

the

auth

or’s

nam

e on

the

cov

er.

11.

The

re c

lass

es in

Mor

se c

ode

are

exce

llent

.

12.

The

rad

io o

ffice

r w

on’t

be

late

to

clas

s to

day.

Poss

ible

resp

onse

s ar

e sh

own.

we’

d

it’s

We’

re

He’s

they

’ll

You’

re

The

Mor

se c

ode

book

is y

ours

.

I saw

the

old

Mor

se c

ode

book

, and

its

cove

r was

torn

.

corr

ect

I can

’t (o

r can

not)

read

the

auth

or’s

nam

e on

the

cove

r.

Thei

r cla

sses

in M

orse

cod

e ar

e ex

celle

nt.

corr

ect

98G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_098

.indd

98

9/11

/06

2:2

1:29

PM

© H

arco

urt

• G

rade

6

Nam

eA

dve

rbs

Less

on

28

Cir

cle

the

adve

rb in

eac

h s

ente

nce

. Un

der

line

the

wo

rdth

e ad

verb

mo

dif

ies.

Th

en w

rite

wh

eth

er t

he

adve

rb t

ells

how

, whe

n, w

here

, or

how

oft

en.

1.

“W

e’ll

leav

e so

on fo

r th

e bi

g p

arty

,” m

y da

d sa

id.

2.

“W

atch

you

r ba

by b

roth

er c

aref

ully

.”

3.

“Th

e ba

by’s

favo

rite

toy

is o

utsi

de.”

4.

“If y

ou d

o ha

ve p

robl

ems,

cal

l us

imm

edia

tely

.”

5.

“The

par

ty is

nea

rby,

and

we

can

com

e ho

me

if ne

cess

ary.

”

Co

mp

lete

th

e ch

art

wit

h t

he

mis

sin

g f

orm

s o

f th

e ad

verb

s.

Posi

tive

Co

mp

arat

ive

Sup

erla

tive

6.q

uick

ly

7.ea

rlier

8.fa

rthe

r

9.be

st

10.

mos

t

11.

slow

ly

12.

less

Wri

te t

hre

e se

nte

nce

s th

at in

clu

de

adve

rbs.

Cir

cle

the

adve

rb(s

), a

nd

iden

tify

w

het

her

it is

po

siti

ve, c

om

par

ativ

e, o

r su

per

lati

ve.

whe

n

how

whe

re

whe

n

whe

re

mor

e qu

ickl

y

bette

r

mor

e

mor

e sl

owly

mos

t qui

ckly

earli

est

farth

est

mos

t slo

wly

leas

t

Acce

pt re

ason

able

resp

onse

s.

early far

wel

l

muc

h

little

99G

ram

mar

Pra

ctic

e B

oo

k

RXE

NL0

8AW

K61_

GPB

_099

.indd

999/

11/0

62:

22:0

2PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eA

dve

rbs

Less

on

28

Cir

cle

the

wo

rd t

hat

co

rrec

tly

com

ple

tes

each

sen

ten

ce.

1.

We

don’

t ha

ve (

noth

ing,

any

thin

g) r

eady

for

the

baby

sitt

ing

clas

s.

2.

Ther

e is

sca

rcel

y (a

ny, n

o) t

ime

left

bef

ore

we

begi

n.

3.

We

have

(no

body

, any

body

) he

re t

o he

lp u

s ge

t re

ady.

4.

We’

ve n

ever

had

(an

y, n

o) p

robl

ems

like

this

bef

ore.

5.

No

one

(can

’t, c

an)

com

e in

side

if w

e’re

not

rea

dy.

6.

The

boo

ks a

ren’

t (a

nyw

here

, now

here

) to

be

foun

d.

7.

Why

(do

esn’

t, d

oes)

no

one

know

whe

re t

he b

ooks

are

?

8.

No

one

wou

ld (

ever

, nev

er)

have

tho

ught

to

look

in t

his

cabi

net!

9.

I h

ope

we

(will

, won

’t)

neve

r ha

ve t

his

pro

blem

aga

in.

10.

The

re’s

(no

thin

g, a

nyth

ing)

she

doe

sn’t

kno

w a

bout

bab

y-si

ttin

g.

11.

She

doe

sn’t

wan

t (n

obod

y, a

nybo

dy)

to g

et c

onfu

sed.

12.

The

y ha

ve (

ever

, nev

er)

been

to

a cl

ass

like

this

bef

ore.

Co

rrec

tly

rew

rite

eac

h s

ente

nce

in t

wo

dif

fere

nt

way

s.

13.

We

have

n’t

got

no t

ime

to p

rep

are

for

the

exp

erim

ent.

14.

Why

did

n’t

no o

ne g

et t

he t

est

tube

s?

15.

Isn

’t t

here

no

one

who

can

hel

p?

Poss

ible

resp

onse

s ar

e sh

own.

We

don’

t hav

e an

y tim

e to

pre

pare

for t

he e

xper

imen

t.W

e ha

ve n

o tim

e to

pre

pare

for t

he e

xper

imen

t.

Why

did

n’t a

nyon

e ge

t the

test

tube

s?W

hy d

id n

o on

e ge

t the

test

tube

s?

Isn’

t the

re a

nyon

e w

ho c

an h

elp?

Is th

ere

no o

ne w

ho c

an h

elp?

100

Gra

mm

ar P

ract

ice

Bo

ok

RXE

NL0

8AW

K61_

GPB

_100

.indd

100

9/11

/06

2:23

:02

PM

© H

arco

urt

• G

rade

6

Nam

eG

ram

mar

–Wri

tin

g

Co

nn

ecti

on

Less

on

28

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) I

had

nev

er h

ad n

o t

each

er a

s ex

trao

rdin

ary

as D

r. H

arri

s. (2

) Sh

e p

erfo

rmed

the

wel

l of

all t

he

chem

istr

y te

ach

ers.

(3) H

er s

tud

ents

stu

die

d s

erio

usl

y in

her

cla

ss.

(4) D

r. H

arri

s d

idn’

t li

sten

to

no

bo

dy

wh

o t

old

her

sh

e w

ou

ldn’

t co

mp

lete

her

wo

rk.

(5) W

hen

sh

e w

as a

lmo

st fi

nis

hed

, sh

e w

ork

ed h

ard

er t

han

eve

r. (6

) Sh

e d

isco

vere

d n

ew

thin

gs,

an

d s

he

wo

rked

qu

ick

to

wri

te a

rtic

les

abo

ut

her

dis

cove

ries

.

1.

How

sho

uld

Sent

ence

1 b

e w

ritte

n?A

I nev

er h

adn’

t ha

d a

teac

her

as

extr

aord

inar

y as

Dr.

Har

ris.

BI h

adn’

t ev

er h

ad n

o te

ache

r as

ex

trao

rdin

ary

as D

r. H

arris

.C

I had

nev

er h

ad a

tea

cher

as

extr

aord

inar

y as

Dr.

Har

ris.

DI h

adn’

t ne

ver

had

a te

ache

r as

ex

trao

rdin

ary

as D

r. H

arris

.

2.

Whi

ch is

the

cor

rect

way

to

writ

e th

e un

derli

ned

wor

d in

Sen

tenc

e 2?

Ago

odB

mos

t go

odC

bett

erD

best

3.

Whi

ch id

entif

ies

the

unde

rline

d w

ord

in S

ente

nce

3?A

adve

rb p

hras

e B

pos

itive

adv

erb

Cco

mp

arat

ive

adve

rbD

sup

erla

tive

adve

rb

4.

Whi

ch c

hang

e sh

ould

be

mad

e in

Se

nten

ce 4

?A

Cha

nge

didn

’t to

did

n’t

not.

BC

hang

eno

body

toan

ybod

y.C

Cha

nge

wou

ldn’

t to

wou

ld.

DC

hang

ew

ould

n’t

to w

ould

not

.

5.

Whi

ch w

ords

in S

ente

nce

5 ar

ead

verb

s?A

finis

hed

and

wor

ked

Bw

orke

d an

d ev

erC

alm

ost

and

hard

erD

alm

ost

and

wor

ked

6.

How

sho

uld

the

unde

rline

d w

ord

in

Sent

ence

6 b

e w

ritte

n?A

qui

ckly

Bq

uick

lier

Cq

uick

est

Dm

ost

qui

ck

101

Gra

mm

ar P

ract

ice

Bo

ok

RXE

NL0

8AW

K61_

GPB

_101

.indd

101

9/11

/06

2:23

:35

PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e A

dve

rbs

Less

on

28

Wri

te t

he

wo

rd in

par

enth

eses

( )

th

at c

orr

ectl

yco

mp

lete

s th

e se

nte

nce

.

1.

Vis

itors

cou

ldn’

t go

o

utsi

de t

he v

iew

ing

area

. (n

owhe

re, a

nyw

here

)

2.

Nob

ody

wou

ld

bel

ieve

the

thi

ngs

the

robo

ts c

ould

do.

(e

ver,

neve

r)

3.

The

res

ults

had

n’t

been

rep

orte

d in

n

ewsp

aper

s. (

no, a

ny)

4.

No

pre

viou

s ex

per

imen

t e

ven

com

e cl

ose

to t

his.

(h

ad, h

adn’

t)

Use

eac

h a

dve

rb t

o w

rite

a s

ente

nce

. Be

cert

ain

to

use

th

e w

ord

as

an a

dve

rb.

5.

ear

liest

6.

car

eful

ly

7.

bet

ter

8.

far

thes

t

9.

fas

ter

10.

hap

pily

anyw

here

ever

any

had

Poss

ible

resp

onse

s ar

e sh

own.

I was

the

com

petit

or w

ho a

rriv

ed th

e ea

rlies

t.

I car

eful

ly b

uilt

my

robo

t fro

m s

pare

par

ts.

It w

orke

d be

tter t

han

any

othe

r mac

hine

.

It w

alke

d th

e fa

rthes

t of a

ll th

e ro

bots

in th

e co

mpe

titio

n.

It w

alke

d ev

en fa

ster

than

it h

ad th

e w

eek

befo

re!

I hap

pily

acc

epte

d m

y tro

phy.

102

Gra

mm

ar P

ract

ice

Bo

ok

RXE

NL0

8AW

K61_

GPB

_102

.indd

10

29/

11/0

6 2

:24:

32 P

M

© H

arco

urt

• G

rade

6

Nam

eQ

uo

tati

on

Mar

ks

and

Co

lon

s

Less

on

29

Rea

d e

ach

sen

ten

ce. I

f n

o p

unct

uati

on

is m

issi

ng

fro

m t

he

sen

ten

ce, w

rite

cor

rect

. If

pun

ctua

tio

n is

mis

sin

g, w

rite

in

corr

ect,

an

d a

dd

th

e co

rrec

t p

unct

uati

on

.

1.

Let

’s t

alk

abou

t tim

e tr

avel

” sa

id U

ma.

2.

“W

hy w

ould

we

talk

abo

ut t

ime

trav

el a

sked

her

sis

ter.

3.

“We’

re g

oing

on

a lit

tle t

rip,”

Um

a an

swer

ed.

Rew

rite

eac

h s

ente

nce

in t

he

con

vers

atio

n b

elo

w. C

apit

aliz

e, a

dd

quo

tati

on

mar

ks,

and

inse

rt c

om

mas

wh

ere

nec

essa

ry.

4.

bec

ause

you

’ve

been

a g

ood

sist

er U

ma

said

I’ll

tell

you

a se

cret

5.

wha

t’s t

he s

ecre

t he

r si

ster

ask

ed

6.

if y

ou p

rom

ise

not

to t

ell a

nyon

e U

ma

answ

ered

I’ll

exp

lain

7.

Um

a’s

sist

er s

aid

I won

’t b

reat

he a

wor

d to

any

one

8.

I h

ave

a m

achi

ne U

ma

exp

lain

ed a

nd it

will

tak

e m

e to

ano

ther

tim

e

9.

will

you

tak

e m

e w

ith y

ou h

er s

iste

r as

ked

10.

yes

sai

d U

ma

beca

use

you

and

I will

be

a tr

avel

ing

team

inco

rrec

tin

corr

ect

corr

ect

“Bec

ause

you

’ve

been

a g

ood

sist

er,”

Um

a sa

id, “

I’ll t

ell

you

a se

cret

.”

“Wha

t’s th

e se

cret

?” h

er s

iste

r ask

ed.

“If y

ou p

rom

ise

not t

o te

ll an

yone

,” U

ma

answ

ered

, “I’l

l ex

plai

n.”

Uma’

s si

ster

sai

d, “

I won

’t br

eath

e a

wor

d to

any

one.

”

“I h

ave

a m

achi

ne,”

Um

a ex

plai

ned,

“an

d it

will

take

me

to a

noth

er ti

me.

”

“Will

you

take

me

with

you

?” h

er s

iste

r ask

ed.

“Yes

,” s

aid

Uma,

“be

caus

e yo

u an

d I w

ill b

e a

trave

ling

team

.”

“,

?”

103

Gra

mm

ar P

ract

ice

Bo

ok

RXE

NL0

8AW

K61_

GPB

_103

.indd

103

9/11

/06

2:25

:03

PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

eQ

uo

tati

on

Mar

ks

and

Co

lon

s

Less

on

29

Each

sen

ten

ce o

r g

reet

ing

is m

issi

ng

a c

olo

n. W

rite

th

eco

lon

wh

ere

it b

elo

ng

s.

1.

We’

ll le

arn

abou

t th

ese

par

ts o

f sp

eech

adj

ectiv

es, a

dver

bs, a

nd p

rep

ositi

ons.

2.

Dea

r M

r. Ju

ster

I t

hink

you

r bo

ok is

exc

elle

nt.

3.

It

can

be d

escr

ibed

with

the

se w

ords

cle

ver,

ente

rtai

ning

, and

edu

catio

nal.

4.

Dea

r M

r. Fe

iffer

Pl

ease

com

e to

our

sch

ool o

n ca

reer

day

.

5.

Bef

ore

draw

ing

a st

ory’

s ch

arac

ter,

do e

ach

of t

he fo

llow

ing

read

the

sto

ry, t

alk

with

th

e au

thor

, and

ske

tch

your

idea

s.

Wri

te f

ive

sen

ten

ces.

Eac

h s

ente

nce

sh

oul

d in

clud

e a

list,

an

d e

ach

sen

ten

ce s

ho

uld

in

clud

e a

colo

n u

sed

co

rrec

tly.

6.

7.

8.

9.

10.

Poss

ible

repo

nses

are

sho

wn.

In a

dic

tiona

ry y

ou w

ill fi

nd th

ese

item

s: w

ords

,

defin

ition

s, a

nd s

ampl

e se

nten

ces.

We

have

lear

ned

thes

e m

ath

skill

s: m

ultip

licat

ion,

divi

sion

, and

writ

ing

fract

ions

.

Durin

g ou

r las

t spe

lling

bee

, we

spel

led

thes

e w

ords

:

pale

onto

logi

st, e

pide

mio

logy

, and

exp

erim

enta

tion.

Thes

e ar

e th

e st

uden

ts w

ho a

re th

e be

st s

pelle

rs: B

ob,

Ana,

and

Jak

e.

My

favo

rite

subj

ects

are

as

follo

ws:

lang

uage

arts

, mat

h,

and

art.

:

: :

:

:

104

Gra

mm

ar P

ract

ice

Bo

ok

RXE

NL0

8AW

K61_

GPB

_104

.indd

104

9/18

/06

6:09

:27

PM

© H

arco

urt

• G

rade

6

Nam

eG

ram

mar

–Wri

tin

g

Co

nn

ecti

on

Less

on

29

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) D

id y

ou

set

yo

ur

clo

cks

forw

ard

? I

ask

ed. (2

) “Y

es,”

Mar

a re

pli

ed, “

bec

ause

I

rem

emb

ered

day

ligh

t sa

vin

g ti

me.

” (3)

Mar

a sa

id, “

Aft

er I

ch

ange

d t

he

clo

cks,

I h

ad t

o d

o

thes

e ch

ore

s m

ake

my

bed

, fi x

th

e w

ind

ow

th

at s

tick

s, a

nd

tak

e o

ut

the

tras

h.”

(4) I

ask

ed w

hat

did

yo

u d

o a

fter

yo

ur

cho

res,

Mar

a? (5

) “M

y au

nt

and

I w

ent

to t

he

vid

eo

sto

re” M

ara

rep

lied

. (6) “

Wh

en s

he

and

I g

ot

bac

k,”

Mar

a sa

id “

we

wat

ched

a v

ideo

.”

1.

Whi

ch is

the

cor

rect

way

to

writ

e Se

nten

ce 1

?A

“Did

you

set

you

r cl

ocks

forw

ard?

I a

sked

.”B

“Did

you

set

you

r cl

ocks

forw

ard,

”I a

sked

.C

“Did

you

set

you

r cl

ocks

fo

rwar

d?”

I ask

ed.

DD

id y

ou s

et y

our

cloc

ks fo

rwar

d?”

I ask

ed.”

2.

Whi

ch c

hang

e, if

any

, sho

uld

the

stud

ent

mak

e to

Sen

tenc

e 2?

AC

hang

ebe

caus

e to

Bec

ause

.B

Del

ete

the

com

ma

afte

r re

plie

d.C

Del

ete

the

com

ma

afte

r Ye

s.D

Mak

e no

cha

nge.

3.

Whi

ch p

unct

uatio

n be

long

s in

the

bl

ank

in S

ente

nce

3?A

colo

nB

sem

icol

onC

com

ma

Dq

uota

tion

mar

ks

4.

Whi

ch is

the

cor

rect

way

to

writ

e Se

nten

ce 4

?A

“I a

sked

wha

t di

d yo

u do

aft

er

your

cho

res,

Mar

a”?

BI a

sked

, “W

hat

did

you

do a

fter

yo

ur c

hore

s, M

ara?

”C

I“as

ked

wha

t di

d yo

u do

aft

er

your

cho

res

Mar

a.”?

DI a

sked

“W

hat

did

you

do a

fter

yo

ur c

hore

s M

ara”

.

5.

Whi

ch p

unct

uatio

n is

mis

sing

from

Se

nten

ce 5

?A

colo

nB

sem

icol

onC

com

ma

Dq

uota

tion

mar

ks

6.

Whi

ch c

hang

e, if

any

, sho

uld

the

stud

ent

mak

e to

Sen

tenc

e 6?

AD

elet

e th

e co

mm

a af

ter

back

.B

Cha

nge

we

to W

e.C

Add

a c

omm

a af

ter

said

.D

Del

ete

the

quo

tatio

n m

arks

.

105

Gra

mm

ar P

ract

ice

Bo

ok

RXE

NL0

8AW

K61_

GPB

_105

.indd

105

9/11

/06

2:25

:53

PM



© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e Q

uo

tati

on

Mar

ks

and

Co

lon

s

Less

on

29

Ad

d t

he

corr

ect

pun

ctua

tio

n m

ark

wh

ere

it b

elo

ng

s in

eac

h

sen

ten

ce.

1.

Gra

ndm

a sa

id, I

t’s a

long

trip

, so

take

sev

eral

boo

ks t

o re

ad.”

2.

“I’l

l tak

e th

e bo

ok a

bout

the

adv

entu

res

of a

boy

nam

ed M

ilo, s

aid

Lisa

.

3.

Milo

mee

ts t

he fo

llow

ing

char

acte

rs T

ock,

Kin

g A

zaz,

and

the

Mat

hem

agic

ian.

Rea

d e

ach

sen

ten

ce. I

f ca

pit

aliz

atio

n a

nd

pun

ctua

tio

n a

re u

sed

co

rrec

tly,

wri

te

corr

ect.

If t

hey

are

no

t, r

ewri

te t

he

sen

ten

ce c

orr

ectl

y.

4.

“Be

caus

e th

e w

ords

are

long

sai

d M

s. Ja

ckso

n, y

ou’ll

nee

d to

stu

dy h

ard.

5.

“Th

ese

are

the

subj

ects

we’

ll co

ver:

sp

ellin

g, g

ram

mar

, and

wor

d ch

oice

,” s

he s

aid.

6.

Be

sure

to

take

ple

nty

of n

otes

dur

ing

the

lect

ure

Dav

e sa

id.

7.

“Te

rry

said

if y

ou r

un o

ut o

f pap

er, l

et m

e kn

ow.”

8.

Whi

le w

e’ll

try

to t

ake

brea

ks G

rand

ma

men

tione

d “W

e’ll

stud

y m

any

long

hou

rs.”

9.

My

brot

her

aske

d, “

Can

I bo

rrow

you

r bo

ok, L

isa?

”

10.

I s

till n

eed

to r

ead

thes

e ch

apte

rs: o

ne, f

ive,

and

sev

en, s

aid

Lisa

.

Poss

ible

resp

onse

s ar

e sh

own.

“Bec

ause

the

wor

ds a

re lo

ng,”

sai

d M

s. J

acks

on, “

you’

ll ne

ed

to s

tudy

har

d.”

corr

ect

“Be

sure

to ta

ke p

lent

y of

not

es d

urin

g th

e le

ctur

e,”

Dave

sai

d.

Terr

y sa

id, “

If yo

u ru

n ou

t of p

aper

, let

me

know

.”

“Whi

le w

e’ll

try

to ta

ke b

reak

s,”

Gran

dma

men

tione

d,

“we’

ll st

udy

man

y lo

ng h

ours

.”

corr

ect

“I st

ill n

eed

to re

ad th

ese

chap

ters

: one

, fiv

e, a

nd se

ven,

” sa

id L

isa.

:”

“

106

Gra

mm

ar P

ract

ice

Bo

ok

RXE

NL0

8AW

K61_

GPB

_106

.indd

10

69/

11/0

6 2

:26:

41 P

M

© H

arco

urt

• G

rade

6

Nam

e G

ram

mar

–Wri

tin

g

Co

nn

ecti

on

Less

on

30

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) S

uli

ma

and

Jo

n w

ere

stu

dyi

ng

dee

p-s

ea d

ivin

g la

st y

ear.

(2) “

Th

eir

the

bes

t

div

ers

in t

he

clas

s,”

the

inst

ruct

or

told

th

e co

ach

. (3) Th

e

inst

ruct

or

said

, “N

ext

year

, I

be

chec

kin

g t

o s

ee if

th

ey a

re s

till

div

ing

in t

hes

e w

ater

s.”

(4) Th

en

th

e in

stru

cto

r to

ld

Su

lim

a an

d J

on

, “I

am lo

ok

ing

fo

r d

iver

s n

ow

to

hel

p w

ith

th

e b

ig c

ora

l div

e. (5

) Th

e

job

is y

ou

rs, i

f yo

ur

inte

rest

ed. (6

) y

ou

ple

ase

agre

e to

mak

e th

e d

ive?

”

1.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e to

the

und

erlin

ed w

ords

in

Sent

ence

1?

A

is s

tudy

ing

B

will

be

stud

ying

C

are

stud

ying

D

Mak

e no

cha

nge.

2.

Whi

ch is

the

cor

rect

way

to

writ

e th

e un

derli

ned

wor

d in

Sen

tenc

e 2?

A

Ther

eB

Th

ey’r

eC

Th

eir’

D

The’

yre

3.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e to

the

und

erlin

ed w

ord

in

Sent

ence

3?

A

I’ll

B

Il’l

C

I’ve

D

I’m

4.

Whi

ch d

escr

ibes

the

und

erlin

ed v

erb

in S

ente

nce

4?A

p

rese

nt-p

rogr

essi

ve fo

rmB

p

ast-

pro

gres

sive

form

C

futu

re-p

rogr

essi

ve fo

rmD

in

finiti

ve

5.

Whi

ch c

hang

e sh

ould

the

stu

dent

m

ake

to S

ente

nce

5?A

C

hang

e yo

urs

to y

ou’r

s.B

C

hang

e yo

urs

to y

our’s

.C

C

hang

e yo

ur t

o yo

u’re

.D

C

hang

e yo

ur t

o yo

ure.

6.

Whi

ch c

ould

com

ple

te S

ente

nce

6?A

W

ont

B

Won

’tC

W

ont’

D

Wo’

nt

107

Gra

mm

ar P

ract

ice

Bo

ok

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NL0

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K61_

GPB

_107

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6 2

:31:

05 P

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© H

arco

urt

• G

rade

6

© H

arco

urt

• G

rade

6

Nam

e G

ram

mar

–Wri

tin

g

Co

nn

ecti

on

Less

on

30

Rea

d t

his

par

t o

f a

stud

ent’

s ro

ugh

dra

ft. T

hen

an

swer

th

e q

uest

ion

s th

at f

ollo

w.

(1) I

had

nev

er s

een

no

thin

g s

o b

eau

tifu

l as

the

bo

at. (2

) “B

ecau

se y

ou

hav

e

bee

n in

tere

sted

in s

aili

ng

fo

r su

ch a

lon

g t

ime,

” m

y au

nt

said

, we

are

goin

g s

aili

ng.

”

(3) I

co

uld

n’t

har

dly

bel

ieve

my

luck

! (4) “

I am

so

gla

d y

ou

are

hap

py”

my

aun

t sa

id.

(5) “

Bef

ore

yo

u b

oar

d, b

e su

re y

ou

are

car

ryin

g t

he

foll

ow

ing

life

jack

et,

sun

gla

sses

, su

nsc

reen

, an

d y

ou

r ca

mer

a.”

(6) I

go

t o

n t

he

bo

at

.

1.

Whi

ch c

hang

e, if

any

, sho

uld

be

mad

e to

Sen

tenc

e 1?

A

Cha

nge

neve

r to

eve

r.B

C

hang

e no

thin

g to

any

thin

g.C

C

hang

e ha

d ne

ver

to h

adn’

t ne

ver.

D

Cha

nge

had

neve

r to

hav

en’t

ever

.

2.

Whi

ch c

hang

e sh

ould

the

stu

dent

m

ake

to S

ente

nce

2?A

Re

mov

e th

e q

uota

tion

mar

k be

fore

the

wor

d Be

caus

e.B

Re

mov

e th

e co

mm

a af

ter

the

wor

d tim

e.C

A

dd a

quo

tatio

n m

ark

befo

re t

he

wor

d w

e.D

A

dd a

com

ma

afte

r th

e w

ord

are.

3.

Whi

ch is

the

cor

rect

way

to

writ

e Se

nten

ce 3

?A

I c

ould

not

har

dly

belie

ve m

y lu

ck!

B

I cou

ldn’

t ne

ver

belie

ve m

y lu

ck!

C

I cou

ld h

ardl

y be

lieve

my

luck

!D

I c

ould

har

dly

not

belie

ve m

y lu

ck!

4.

Whi

ch p

unct

uatio

n m

ark

is m

issi

ng

from

Sen

tenc

e 4?

A

colo

nB

se

mic

olon

C

com

ma

D

quo

tatio

n m

ark

5.

Whi

ch p

unct

uatio

n m

ark

is m

issi

ng

from

Sen

tenc

e 5?

A

colo

nB

se

mic

olon

C

com

ma

D

quo

tatio

n m

arks

6.

Whi

ch w

ord

or w

ords

cou

ld c

omp

lete

Se

nten

ce 6

?A

ea

ger

B

mor

e ea

ger

C

mor

e ea

gerly

D

eage

rly

108

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mm

ar P

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ice

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NL0

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K61_

GPB

_108

.indd

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6 2

:35:

55 P

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57 Student Edition p. 108


Documents

Grammar Practice Book - nis-egypt.comnis-egypt.com/asbooks/english/gg6.pdf · Grammar Practice Book Grade 6 RXENL08AWK61_GPB_i.indd i 9/14/06 3:45:15 PM