12 UNIT Adjectives - PC\|MACimages.pcmac.org/SiSFiles/Schools/AL/MontgomeryPublic...380 Unit 12...

UNITUNIT

12 Adjectives

378

Lesson 12.1 Adjectives and Proper Adjectives 379

Lesson 12.2 Articles and Demonstratives 381

Lesson 12.3 Adjectives That Compare 383

Lesson 12.4 Special Adjectives That Compare 385

Grammar Review 387

Writing Application 393

378_P2U12_888766.indd 378378_P2U12_888766.indd 378 3/18/08 12:18:20 PM3/18/08 12:18:20 PM

creo

12.1 Adjectives and Proper Adjectives 379

12.112.1

Adjectives

Adjectives and ProperAdjectives

The words that we use to describe people, places, and things arecalled adjectives.

An adjective is a word that describes a noun or a pronoun.

Adjectives describe, or modify, nouns in three ways.

Most adjectives come before the nouns they modify. Sometimesadjectives follow linking verbs and modify the subject, as in the exam-ple below. These adjectives are called predicate adjectives.

These inventions are important.

Some adjectives are formed from proper nouns and begin with acapital letter. These are called proper adjectives.

Proper adjectives are adjectives formed from proper nouns.

Proper adjectives often have the same form as the noun. Others areformed by adding an ending to the noun form.

FORMING PROPER ADJECTIVES

PROPER NOUN PROPER ADJECTIVE

Oranges from Florida Florida orangesA symphony by Mozart A Mozart symphonyFood from Italy Italian food

378-393 wc6 U12 829814 1/15/04 8:00 PM Page 379

380 Unit 12 Adjectives

Adj

ecti

ves

Exercise 1 Identifying Adjectives

Write each adjective. Beside it, write the noun or pronoun it describes.If it is a predicate adjective, label it P.A.

1. Young Gandhi studied at a small school in India.2. He later lived for a while in busy London.3. Sometimes Gandhi was homesick.4. Gandhi heard the truth of an inner voice.5. He was courageous and purposeful.6. Gandhi often fasted for many days.7. After fasting, Gandhi grew weak, but he remained determined.8. The mature Gandhi returned to India and led the nationalist movement.9. He used nonviolent resistance as a protest against foreign rule.

10. He spent seven years in prison for that resistance.11. The long struggle against foreign rule ended in 1947.12. Two separate nationsIndia and Pakistanwere formed.13. Most Hindus remained in independent India.14. Large numbers of Muslims settled in Pakistan.15. In 1971 the eastern portion of Pakistan became the new nation of

Bangladesh.

Exercise 2 Identifying Proper Adjectives

Write each adjective. Beside it, write the noun it describes. Capitalize eachproper adjective.

1. Victoria was a famous ruler in english history.2. She was the energetic granddaughter of George III.3. Victoria was the english queen from 1837 to 1901.4. Victoria was also the queen of the scottish and welsh people.5. During that time, Britain built a colonial empire.6. The vast empire included indian plantations.7. Victoria established asian and african colonies.8. The colonial empire made Britain a rich country.9. Victoria was wise and capable.

10. She became the symbol of british greatness.11.. The diamond jubilee was celebrated by immense crowds.12. The Royal Princess Victoria married a german prince.13. Prince Edward was crowned the next british monarch.14. Students of english history are knowledgeable about the victorian era.15. The elizabethan and edwardian eras are famous too.

378-393 wc6 U12 829814 1/15/04 8:01 PM Page 380

Articles and DemonstrativesThe words a, an, and the are special kinds of adjectives. They are

called articles.

The points to a specific item or items. A and an refer to any oneitem of a group. Use a before words that begin with a consonantsound. Use an before words that begin with a vowel sound.

William Shakespeare is the most famous English playwright.Getting a lead role in a Shakespeare play is an honor.

The words this, that, these, and those are called demonstrativeadjectives. They are used to point out something.

Take this umbrella with you. That store is closed.Take these boots also. Those clouds are lovely.

Use this and that with singular nouns. Use these and those with plu-ral nouns. Use this and these to point out something that is close toyou. Use that and those to point out something that is far from you.

Demonstratives can be used with nouns or without them. Whenused alone, they are called demonstrative pronouns.

This is mine. These are for you.

this

that

these

those

12.2 Articles and Demonstratives 381

12.212.2

Adjectives

378-393 wc6 U12 829814 1/15/04 8:01 PM Page 381


Adj

ecti

ves

Exercise 3 Using Articles

For each sentence, write the correct article.

1. William Shakespeare was (an, the) English playwright.2. Was he (a, the) greatest writer of all time?3. (A, The) town of Stratford-on-Avon was his birthplace.4. Shakespeare was (a, an) country boy.5. He was (a, an) poet and (a, an) actor.6. His plays caused (a, an) sensation in London.7. Shakespeare had one of (a, the) largest vocabularies of any English writer.8. Many of his plays were performed at (a, the) Globe Theatre.9. Romeo and Juliet is (a, an) popular play.

10. (An, The) annual celebration of Shakespeares birth takes place on April 23.

Exercise 4 Using Demonstratives

For each sentence, write the correct demonstrative word.

1. (This, That) biography Im holding is about Florence Nightingale.2. (This, These) woman dreamed of being a nurse.3. Her friends encouraged (that, those) dream.4. (That, Those) sick soldiers lacked expert care.5. (This, These) injustice created great concern.6. (This, These) concern brought about reforms.7. Florence Nightingale led (that, those) nurses.8. Nightingale could organize and take care of details, and (that, those)

abilities made her successful.9. (This, These) behavior was unusual for a rich woman of her time.

10. Florence Nightingales achievements remain famous to (this, that) day.

Exercise 5 Writing Sentences with Demonstratives

Write a pair of sentences for each of these words: this, that, these, and those.In one sentence of each pair, use the word as a demonstrative adjective. Inthe other, use it as a demonstrative pronoun.

SAMPLE ANSWER These boots are too small. (demonstrative adjective)These will fit you. (demonstrative pronoun)

378-393 wc6 U12 829814 1/15/04 8:01 PM Page 382

Adjectives That CompareYou can use adjectives to compare two or more nouns.

The comparative form of an adjective compares two things or people.

For most adjectives of one syllable, form the comparative byadding -er. For most adjectives of two or more syllables, form thecomparative by using more before the adjective.

Is Venezuela larger than Peru?Is Argentina more beautiful than Ecuador?

The superlative form of an adjective compares more than twothings or people.

For most adjectives of one syllable, form the superlative by adding-est. For most adjectives of two or more syllables, form the superlativeby using most before the adjective.

Is Brazil the richest country in South America?Simn Bolvar was one of South Americas most successfulgenerals.

Do not use more or most before adjectives that already are in thecomparative or superlative form.

12.3 Adjectives That Compare 383

12.312.3

Adjectives

378-393 wc6 U12 829814 1/15/04 8:01 PM Page 383


Adj

ecti

ves

Exercise 6 Using the Comparative and Superlative Forms

Write the correct comparative or superlative form of the adjective in parentheses.

1. Simn Bolvar is one of the (great) heroes of South America.2. He was (successful) as an older man than as a younger man.3. The general was (wise) than before about the struggle.4. Simn Bolvar was one of the (loyal) of patriots.5. The general cherished the (important) dream of all.6. He is (famous) in Europe than in the United States.7. Maria Tallchief was one of the (noted) dancers in the world.8. Her Canadian tour was the (challenging) of all the tours.9. Away from home, Tallchief was (homesick) this time than ever before.

10. Maria received the (marvelous) opportunity of all.11. The Russian composer Igor Stravinsky thought she was the (suitable) dancer

for some of his ballets.12. Tallchief is perhaps (memorable) for her role in The Firebird.13. George Balanchine gave her the (prominent) roles of all.14. George Balanchine may be the (famous) ballet choreographer of

this century.15. Some of his ballets are (inventive) than others.16. Balanchine choreographed ballets to music that was (romantic) than

Stravinskys music.17. Dancing requires (hard) work than some other professions.18. Only the (dedicated) dancers become professionals.19. Although ballets have music, scenery, and costumes, the (important)

part is the dancing.20. American ballet is often (energetic) than Russian ballet.

Exercise 7 Writing Sentences to Show Comparison

Write five sentences that make comparisons. After each sentence, writewhether the comparison is in the comparative or superlative form.

SAMPLE ANSWER The dancers needed longer rehearsals. (comparative)

378-393 wc6 U12 829814 1/15/04 8:01 PM Page 384

Special Adjectives That Compare

The comparative and superlative forms of some adjectives are notformed in the regular manner.

Harriet Tubman believed in a good cause.She knew that freedom was better than slavery.The Underground Railroad was the best route to freedom.

In the sentences above, better is the comparative form of the adjec-tive good. Best is the superlative form of good.

Do not use more or most before irregular adjectives that are alreadyin the comparative or superlative form.

Tubman felt better at the end of the day. [not more better]

best

worst

most

least

Irregular Comparative and Superlative FormsAdjective Comparative

better

worse

more

less

good

bad

much, many

little

Superlative

Many More Most

12.4 Special Adjectives That Compare 385

12.412.4

Adjectives

378-393 wc6 U12 829814 1/15/04 8:01 PM Page 385


Adj

ecti

ves

Exercise 8 Identifying the Comparative and Superlative Forms

Identify the form of each underlined adjective as comparative or superlative. Then write the adjective from which it was formed.

1. Martin Luther King Jr. wanted a better life for all Americans.2. His best speeches inspired people.3. He worked hard on his better speeches.4. There were more people in his audience near the end of his life than there

had been in the beginning.5. King paid less attention to his critics than to his supporters.6. King believed that nonviolent protest was the best way to achieve equality for

everyone.7. Other people believed in the use of more force.8. Some of the worst conditions in housing were in northern cities, rather than

in the South.9. Many hoped for a better education for their children.

10. Most listeners were inspired by Kings I Have a Dream speech.

Exercise 9 Using the Comparative and Superlative Forms

Write the correct comparative or superlative form of the adjectives in parentheses.

1. After her husbands death, Eleanor Roosevelt did even (much) work thanbefore.

2. Mrs. Roosevelts newspaper column was (good) than many other newspapercolumns.

3. She gave her (good) efforts to the United Nations.4. Perhaps she did her (good) work of all in the cause of peace.5. Which of her speeches is the (good)?6. She had (many) projects than the previous first ladies.7. She may have been the (good) writer of them all.8. When Franklin was alive, Eleanor made (many) trips than he did.9. Being affected by polio was one of the (bad) personal problems Franklin

faced.10. Eleanor worked to help people who had (little) power and influence than she

had.

378-393 wc6 U12 829814 1/15/04 8:01 PM Page 386

Grammar Review 387

Grammar ReviewGrammar ReviewUNIT 12UNIT 12

A D J E C T I V E S

In the following selection, Chicago writer Studs Terkel looks at the early yearsof famed jazz musician Louis Armstrong. The passage has been annotated toshow some of the kinds of adjectives covered in this unit.

Adjectives

Literature Model

from Giants of Jazzby Studs Terkel

Kid Orys Band was the most popular one in NewOrleans. They played just about everywhere, forfancy parties as well as for rough-and-tumble get-togethers. Louis was the most sought-after jazzman. Hehad no days off. When the Ory group was resting, hedbe playing at some dance or funeral. Often he blew sec-ond cornet with the Papa Celestins Tuxedo Brass Band.In later years he recalled, I thought I was in heaven,playing with that band. They had funeral marches thatwould touch your heart, they were so beautiful.

One day he was approached by a red-headed bandleader. It was Fate Marable, the riverboat king. Excellentjazz was being played on the excursion boats that glidedup and down the Mississippi. Easily the best of theseboat bands was Marables, of the steamer Sydney. Hisrepertoire was far more varied than that of any NewOrleans band. His men could read music!

Come on, Louis, urged Fate. Join us and see whatthe rest of the country looks like. Armstrong, eager fornew adventures and new learning, readily accepted.

SuperlativeSuperlativeform of form of popularpopular

Demonstrativeadjective

PredicatePredicateadjectiveadjective

ComparativeComparativeform of form of variedvaried

ProperProperadjectiveadjective

ArticleArticle

378-393 wc6 U12 829814 1/19/04 10:54 AM Page 387


Grammar ReviewGrammar ReviewA

djec

tive

s

Review: Exercise 1 Using Articles

Write the correct article for each blank.

SAMPLE Jazz is truly American style of music.ANSWER an

1. While it is impossible to say when and where jazz was first played, manypeople call New Orleans one and only cradle of jazz.

2. Improvisation and syncopation made jazz unusual form of folk music.

3. In the late nineteenth century, creative musicians combined rhythms of West Africa with European harmony and American folk music.

4. Jazz historians say that before turn of century, this typeof music was not as popular as it is today.

5. In the South, many bands played new music in street parades andfuneral processions.

Review: Exercise 2 Identifying Adjectives and Proper Adjectives

The following sentences are about jazz. Write each adjective. (Do not includearticles.) Beside it, write the noun it describes. Capitalize any proper adjec-tives you find.

SAMPLE Jazz is an american style of music.ANSWER American style

1. The rhythm section of a jazz band usually includes a piano and drums.2. Scott Joplin was a good pianist and a noted composer of ragtime music.3. Joplin received a special Pulitzer award in 1976.4. The popular Gene Krupa drew attention for skill on the drums.5. The famous drummer started a new band.6. The mournful sound of blues characterized early jazz.7. Bessie Smith was a blues singer.8. The legendary Buddy Boldon was a new orleans musician.9. Musicians on mississippi riverboats brought the new sound to Chicago.

10. Benny Goodman, a clarinet player, started a dance band in Chicago.

378-393 wc6 U12 829814 1/15/04 8:01 PM Page 388

Grammar Review 389


djectives

Review: Exercise 3 Distinguishing Kinds of Adjectives

Number your paper from 1 to 5. Identify each underlined word as a properadjective, a predicate adjective, an article, or a demonstrative adjective.

1American musicians often serve as goodwill ambassadors to othercountries. 2Jazz is popular all over the world. 3Audiences everywhererespond enthusiastically to this music. 4A musician may be as wellknown overseas as at home. 5Music seems to be an international language.

Review: Exercise 4 Using Demonstratives

Write the best demonstrativethat, this, those, or thesefor each sentence.

SAMPLE A truly unique style of music is music called jazz.ANSWER this

1. Many people living in New Orleans have said, city is the cradle ofjazz.

2. When players make up some of the music they are playing, playersare improvising.

3. In syncopation, beats that are normally unaccented are accented.4. Improvisation and syncopation give jazz its unusual form.5. Louis Armstrong was one of early jazz musicians who became

famous throughout the United States.6. Armstrong also traveled to many foreign countries; he was very popular with

fans in countries.7. In 1955 Armstrong toured Western Europe; trip was a smashing

success.8. Armstrong was the first to use scat; in kind of singing,

meaningless syllables replace words.9. Many other jazz singers have copied style.

10. Armstrongs great trumpet playing and his famous scratchy voice are stilladmired days.

378-393 wc6 U12 829814 1/15/04 8:02 PM Page 389



djec

tive

s

Review: Exercise 5 Identifying Comparative and Superlative Forms

Write whether each underlined adjective is in the comparative or superlativeform. Then write the adjective from which it is formed.

SAMPLE Some of the liveliest jazz was once played on a cornet.ANSWER superlative, lively

1. The cornet and the trumpet are very similar brass instruments, but thecornet is the shorter of the two.

2. Duke Ellington had some of the greatest musical ideas of his time.3. Many people think Ellingtons band was the finest band of the swing era.4. Was Benny Goodman a better clarinet player than any other clarinet player

of his time? 5. Bebop was perhaps the best jazz style developed in the decade of the 1940s.

Review: Exercise 6 Using Adjectives That Compare

Write the correct comparative or superlative form of the adjective in parentheses.

SAMPLE Louis Armstrong received his (early) formal music instruction at achildrens home in New Orleans.

ANSWER earliest

1. Being (persistent) than other teenage spectators, Armstrong borrowedclothes and went to the jazz clubs almost every evening.

2. Fate Marables group had the (great) repertoire of any New Orleans band.3. Was Joe King Oliver the (good) cornet player in Kid Orys orchestra?4. Many critics feel that of these two great musicians, Armstrong was

the (talented).5. Armstrong ranks high among the worlds (popular) jazz musicians of all

time.

378-393 wc6 U12 829814 1/15/04 8:02 PM Page 390

Grammar Review 391


djectives

Review: Exercise 7

ProofreadingThe following passage discusses the art of Lois Mailou Jones, anAfrican American artist, whose work appears below. Rewrite thepassage, correcting the errors in spelling, capitalization, grammar,and usage. Add any missing punctuation. There are ten errors in all.

Lois Mailou Jones1This painting by Lois Mailou Jones combines images from a age of

Egypts greatness with images from African American art drama, andmusic. 2The climbing figures are bathed in golden light and gold is used

Lois Mailou Jones, The Ascent of Ethiopia, 1932 (continued)

378-393 wc6 U12 829814 1/15/04 8:02 PM Page 391



djec

tive

s

again on the pyramids and the circle that represents music. 3The entirepainting consists of shades of gold, green, blue, and violet; blue is themore prominent color of all, however.

4The artist was born in Boston and studyed at two boston artschools. 5Later she gone to other american cities and to Paris to learnmore about painting, she has won many awards for her work.

Review: Exercise 8

Mixed ReviewFor each sentence write the correct choices from the words inparentheses. When you find a proper adjective that is notcapitalized, write it with the correct capitalization.

1. Boogie-woogie was (a, an) popular jazz style that used eightbeats to a bar instead of (a, the) usual four beats to a bar.

2. Boogie-woogie, which developed in (a, the) 1930s, was (more intense, mostintense) than other jazz styles.

3. Two of the (more important, most important) boogie-woogie artists of allwere Pinetop Smith and Meade Lux Lewis.

4. Cool jazz emphasized (a, an) lagging beat and (more unusual, unusualler)orchestrations.

5. A belgian guitarist and (a, an) english pianist influenced american jazzartists.

6. The newport festival, first held in 1954, and other (big, biggest) jazz festivalsintroduced the new music to ever (larger, largest) audiences.

7. Since the 1950s, small combos have become (more prominent, most prominent) than before.

8. Jazz musicians continue to incorporate influences from (many, most)sources; the (better, best) among them constantly try new sounds and newcombinations of instruments.

9. The american jazz musicians of the modern era that are (better, best) knowninclude guitarist George Benson, trumpeter Wynton Marsalis, and pianistHerbie Hancock.

10. Wynton Marsalis, known for his excellent tone and flawless technique,was perhaps the (better, best) new jazz musician of the 1980s.

378-393 wc6 U12 829814 1/19/04 11:00 AM Page 392

Adjectives in WritingYoshika Uchida uses specific wordsand adjectives in this passage fromThe Invisible Thread to convey herfeelings about a visit to the country.Examine the passage, focusing especially on the italicized adjectives.

They [the stars] seemed brighterand closer than they were inBerkeley. It was as though the entiresky had dropped closer to earth tospread out its full glory right therein front of me.

I listened to the slow clop-clop of the mules as they ploddedthrough the fields, probably wondering why they were pulling a wagonload of people in the dark,instead of hauling boxes of grapesto the shed under the hot, dry sun.

Techniques with AdjectivesTry to apply some of Yoshiko Uchidas writing techniques when you write and revise your ownwork.

Whenever possible, use specificadjectives to make your descriptions more precise.

WITHOUT ADJECTIVES under the sun

UCHIDAS VERSION under the hot, drysun

Use comparisons for clarity andbrevity.

WITHOUT COMPARISONS [the stars]seemed bright and close

UCHIDAS VERSION They seemedbrighter and closer than they were inBerkeley.

2

1

Writing ApplicationWriting Application

Writing Application 393

Adjectives

Practice these techniques by revising the following passage, using a separate sheet of paper. Add adjectives to enhance the description. Use comparisonswhere appropriate.

At dusk we were one of the groups of people enjoying a picnic on the grass. Wewere clustered on blankets on the hill in front of the band shell. The smells of foodsfloated in the air around us. The dark descended as the musicians gathered on stageand tuned their instruments. They began the concert with several jazz standards.Some people in the audience stood and began to sway to the music. Soloists tookturns showing their skills. Soon everyone was standing, moving, and swaying.

PracticePractice

For more aboutusing adjectives,see TIME Facingthe Blank Page,page 98.

Writing OnlineFor more grammar practice, go to glencoe.comand enter QuickPass code WC67666p2.

378-393 wc6 U12 829814v6.qxd 1/9/08 11:38 AM Page 393

creo

http://www.glencoe.com

Glencoe Literature: Writer's Choice, Grade 6Book OverviewPart 1: CompositionUnit 1: Personal WritingUnit 2: The Writing ProcessTIME: Facing the Blank PageUnit 3: Descriptive WritingUnit 4: Narrative WritingUnit 5: Expository WritingUnit 6: Persuasive WritingUnit 7: TroubleshooterBusiness and Technical Writing

Part 2: Grammar, Usage, and MechanicsUnit 8: Subjects, Predicates, and SentencesUnit 9: NounsUnit 10: VerbsUnit 11: PronounsUnit 12: AdjectivesUnit 13: AdverbsUnit 14: Prepositions, Conjunctions, and InterjectionsUnit 15: Subject-Verb AgreementUnit 16: Glossary of Special Usage ProblemsUnit 17: Diagraming SentencesUnit 18: CapitalizationUnit 19: PunctuationUnit 20: Sentence Combining

Part 3: Resources and SkillsUnit 21: Library and Reference ResourcesUnit 22: Vocabulary and SpellingUnit 23: Study SkillsUnit 24: Taking TestsUnit 25: Listening and SpeakingUnit 26: Viewing and RepresentingUnit 27: Electronic Resources

Reference SectionWriting and Language GlossarySpanish GlossaryWriting and Research HandbookIndexAcknowledgments

Table of ContentsPart 1: CompositionUnit 1: Personal WritingWriting in the Real World: Round-the-World Voyage, Journal Entries by Bill PinkneyLesson 1.1: Writing as Self-ExpressionWrite a Personal Response; Cross-Curricular Activity; Listening and Speaking; Grammar Link

Lesson 1.2: Writing with ConfidenceWrite a Journal Entry; Using Computers; Viewing and Representing; Grammar Link

Lesson 1.3: Making Personal ConnectionsWrite a Friendly Letter; Using Computers; Listening and Speaking; Grammar Link

Lesson 1.4: Responding to a PoemWrite a Poem; Cross-Curricular Activity; Viewing and Representing; Grammar Link

Writing Process in Action: Personal Writing ProjectWrite a personal account about a special day

Literature Model: from The Invisible Thread by Yoshiko UchidaLinking Writing and Literature: Collect Your Thoughts; Talk About Reading; Write About Reading

Unit 1 Review: Reflecting on the Unit, Adding to Your Portfolio, Writing Across the Curriculum

Unit 2: The Writing ProcessWriting in the Real World: from The Empire Builder: Scenic and Historic Announcements, Guide by Curtis KatzLesson 2.1: Exploring the Writing ProcessWrite About Your Writing Process; Using Computers; Listening and Speaking; Grammar Link

Lesson 2.2: Prewriting: Finding a TopicExplore a Topic; Using Computers; Listening and Speaking; Grammar Link

Lesson 2.3: Prewriting: Ordering IdeasWrite an Ordered List; Cross-Curricular Activity; Viewing and Representing; Grammar Link

Lesson 2.4: Drafting: Getting It Down on PaperWrite a Draft; Cross-Curricular Activity; Viewing and Representing; Grammar Link

Lesson 2.5: Revising: Reviewing Your IdeasRevise Your Draft; Using Computers; Listening and Speaking; Grammar Link

Lesson 2.6: Revising: Getting Paragraphs into ShapeUse Strong Paragraphs; Cross-Curricular Activity; Viewing and Representing; Grammar Link

Lesson 2.7: Revising: Achieving Sentence FluencySmooth Out Paragraphs; Viewing and Representing; Using Computers; Grammar Link

Lesson 2.8: Editing/Proofreading: Checking DetailsEdit Your Draft; Using Computers; Listening and Speaking; Grammar Link

Lesson 2.9: Publishing/Presenting: Sharing Your WorkPresent Your Work; Viewing and Representing; Using Computers; Grammar Link

Writing Process in Action: Writing Process ProjectFollow a method for writing an explanation

Literature Model: from Coast to Coast by Betsy ByarsLinking Writing and Literature: Learning to Learn; Talk About Reading; Write About Reading


TIME: Facing the Blank PageWriting for TIMEPrewritingDraftingRevisingEditing/ProofreadingPublishing/Presenting

Unit 3: Descriptive WritingWriting in the Real World: from "Attacking the Nunataks," Magazine Article by John BoulangerLesson 3.1: Painting a Picture with WordsWrite a Description of a Wolf; Listening and Speaking; Using Computers; Grammar Link

Lesson 3.2: Observing and Taking NotesWrite a Description of Living Things; Listening and Speaking; Cross-Curricular Activity; Grammar Link

Lesson 3.3: Elaborating: Focusing on the DetailsWrite a Description of Art; Cross-Curricular Activity; Viewing and Representing; Grammar Link

Lesson 3.4: Ordering Descriptive DetailsDescribe a Scene; Using Computers; Listening and Speaking; Grammar Link

Lesson 3.5: Describing a PlaceDescribe a Place; Using Computers; Viewing and Representing; Grammar Link

Lesson 3.6: Getting to Know a New PlaceWrite a Travel Brochure; Using Computers; Listening and Speaking; Grammar Link

Writing Process in Action: Descriptive Writing ProjectDescribe a memorable experience

Literature Model: from Morning Girl by Michael DorrisLinking Writing and Literature: Learning to Learn; Talk About Reading; Write About Reading


Unit 4: Narrative WritingWriting in the Real World: from W. E. B. Du Bois: A Biography, Biographical Sketch by Virginia HamiltonLesson 4.1: Developing a Real-Life StoryWrite About the Past; Collaborative Writing; Viewing and Representing; Grammar Link

Lesson 4.2: Keeping a Story OrganizedWrite a Real-Life Narrative; Listening and Speaking; Cross-Curricular Activity; Grammar Link

Lesson 4.3: Writing DialogueWrite a Dialogue; Cross-Curricular Activity; Listening and Speaking; Grammar Link

Lesson 4.4: Writing About an EventWrite a Narrative About Learning a Skill; Using Computers; Listening and Speaking; Grammar Link

Lesson 4.5: Responding to a BiographyWrite a Brief Biography; Using Computers; Listening and Speaking; Grammar Link

Writing Process in Action: Narrative Writing ProjectWrite a story about clothes you used to wear

Literature Model: "The Jacket" by Gary SotoLinking Writing and Literature: Learning to Learn; Talk About Reading; Write About Reading


Unit 5: Expository WritingWriting in the Real World: from "How Does Michael Fly?" Newspaper Article by Julie SheerLesson 5.1: Writing to Help Others UnderstandWrite an Explanation of a Game; Summarizing Ideas; Viewing and Representing; Grammar Link

Lesson 5.2: Comparing and Contrasting Two ThingsWrite a Comparison-Contrast Piece; Using Computers; Listening and Speaking; Grammar Link

Lesson 5.3: Explaining How to Do SomethingWrite a "How to" Explanation; Cross-Curricular Activity; Listening and Speaking; Grammar Link

Lesson 5.4: Writing a ReportWrite a Report; Using Computers; Listening and Speaking; Grammar Link

Lesson 5.5: Writing a Book ReportWrite a Book Report; Using Computers; Listening and Speaking; Grammar Link

Writing Process in Action: Expository Writing ProjectWrite an explanation of a process

Literature Model: "Bathing Elephants" by Peggy ThomsonLinking Writing and Literature: Learning to Learn; Talk About Reading; Write About Reading


Unit 6: Persuasive WritingWriting in the Real World: from "A Popular Little Planet," TV Script by Douglas AndersonLesson 6.1: Taking a StandCreate a Poster; Cross-Curricular Activity; Listening and Speaking; Grammar Link

Lesson 6.2: Stating a PositionWrite a Proposal; Using Computers; Viewing and Representing; Grammar Link

Lesson 6.3: Using Facts and OpinionsWrite a Persuasive Letter; Cross-Curricular Activity; Listening and Speaking; Grammar Link

Lesson 6.4: Writing a TV ReviewWrite a TV Review; Using Computers; Viewing and Representing; Grammar Link

Writing Process in Action: Persuasive Writing ProjectWrite a persuasive newspaper article

Literature Model: from "Thanking the Birds" by Joseph BruchacLinking Writing and Literature: Learning to Learn; Talk About Reading; Write About Reading


Unit 7: TroubleshooterLesson 7.1: Sentence FragmentLesson 7.2: Run-on SentenceLesson 7.3: Lack of Subject-Verb AgreementLesson 7.4: Incorrect Verb Tense or FormLesson 7.5: Incorrect Use of PronounsLesson 7.6: Incorrect Use of AdjectivesLesson 7.7: Incorrect Use of CommasLesson 7.8: Incorrect Use of ApostrophesLesson 7.9: Incorrect CapitalizationLesson 7.10: Lack of Parallelism

Business and Technical WritingBusiness LettersMemosApplication FormsInstructionsIncident ReportsMultimedia Presentations

Part 2: Grammar, Usage, and MechanicsUnit 8: Subjects, Predicates, and SentencesLesson 8.1: Kinds of SentencesLesson 8.2: Sentences and Sentence FragmentsLesson 8.3: Subjects and PredicatesLesson 8.4: Finding SubjectsLesson 8.5: Compound Subjects and Compound PredicatesLesson 8.6: Simple, Compound, and Complex SentencesGrammar Review: Subjects, Predicates, and SentencesLiterature Model: from A Tree Grows in Brooklyn by Betty SmithWriting Application: Compound Predicates and Compound Sentences in Writing; Techniques with Sentences; Practice

Unit 9: NounsLesson 9.1: Common and Proper NounsLesson 9.2: Singular and Plural NounsLesson 9.3: Possessive NounsGrammar Review: NounsLiterature Model: from Black Star, Bright Dawn by Scott O'DellWriting Application: Nouns in Writing; Techniques with Nouns; Practice

Unit 10: VerbsLesson 10.1: Action Verbs and Direct ObjectsLesson 10.2: Indirect ObjectsLesson 10.3: Linking Verbs and Predicate WordsLesson 10.4: Present, Past, and Future TensesLesson 10.5: Main Verbs and Helping VerbsLesson 10.6: Present and Past Progressive FormsLesson 10.7: Perfect TensesLesson 10.8: Irregular VerbsLesson 10.9: More Irregular VerbsGrammar Review: VerbsLiterature Model: from All Stories are Anansi's by Harold CourlanderWriting Application: Action Verbs in Writing; Techniques with Action Verbs; Practice

Unit 11: PronounsLesson 11.1: Personal PronounsLesson 11.2: Using Pronouns CorrectlyLesson 11.3: Pronouns and AntecedentsLesson 11.4: Possessive PronounsLesson 11.5: Indefinite PronounsGrammar Review: PronounsLiterature Model: from "The Wise Old Woman," a Japanese folktale retold by Yoshiko UchidaWriting Application: Pronouns in Writing; Techniques with Pronouns; Practice

Unit 12: AdjectivesLesson 12.1: Adjectives and Proper AdjectivesLesson 12.2: Articles and DemonstrativesLesson 12.3: Adjectives That CompareLesson 12.4: Special Adjectives That CompareGrammar Review: AdjectivesLiterature Model: from Giants of Jazz by Studs TerkelWriting Application: Adjectives in Writing; Techniques with Adjectives; Practice

Unit 13: AdverbsLesson 13.1: Adverbs Modifying VerbsLesson 13.2: Adverbs Modifying Adjectives and AdverbsLesson 13.3: Adverbs That CompareLesson 13.4: Telling Adjectives and Adverbs ApartLesson 13.5: Avoiding Double NegativesGrammar Review: AdverbsLiterature Model: from Across Five Aprils by Irene HuntWriting Application: Adverbs in Writing; Techniques with Adverbs; Practice

Unit 14: Prepositions, Conjunctions, and InterjectionsLesson 14.1: PrepositionsLesson 14.2: Prepositional PhrasesLesson 14.3: Pronouns After PrepositionsLesson 14.4: Prepositional Phrases as Adjectives and AdverbsLesson 14.5: Telling Prepositions and Adverbs ApartLesson 14.6: ConjunctionsLesson 14.7: InterjectionsGrammar Review: Prepositions, Conjunctions, and InterjectionsLiterature Model: from One Writer's Beginnings by Eudora WeltyWriting Application: Prepositions and Conjunctions in Writing; Techniques with Prepositions and Conjunctions; Practice

Unit 15: Subject-Verb AgreementLesson 15.1: Making Subjects and Verbs AgreeLesson 15.2: Problems with Locating the SubjectLesson 15.3: Agreement with Compound SubjectsGrammar Review: Subject-Verb AgreementLiterature Model: from John Muir by Eden ForceWriting Application: Subject-Verb Agreement in Writing; Techniques with Subjects and Their Verbs; Practice

Unit 16: Glossary of Special Usage ProblemsLesson 16.1: Using Troublesome Words ILesson 16.2: Using Troublesome Words IIGrammar Review: Glossary of Special Usage ProblemsLiterature Model: from Exploring the Titanic by Robert D. BallardWriting Application: Usage of Glossary Words in Writing; Techniques with Correct Usage; Practice

Unit 17: Diagraming SentencesLesson 17.1: Diagraming Simple Subjects and Simple PredicatesLesson 17.2: Diagraming the Four Kinds of SentencesLesson 17.3: Diagraming Direct and Indirect ObjectsLesson 17.4: Diagraming Adjectives and AdverbsLesson 17.5: Diagraming Predicate Nouns and Predicate AdjectivesLesson 17.6: Diagraming Prepositional PhrasesLesson 17.7: Diagraming Compound Sentence Parts

Unit 18: CapitalizationLesson 18.1: Capitalizing Sentences, Quotations, and SalutationsLesson 18.2: Capitalizing Names and Titles of PeopleLesson 18.3: Capitalizing Names of PlacesLesson 18.4: Capitalizing Other Proper Nouns and AdjectivesGrammar Review: CapitalizationLiterature Model: from A Secret for Two by Quentin ReynoldsWriting Application: Capitalization in Writing; Techniques with Capitalization; Practice

Unit 19: PunctuationLesson 19.1: Using the Period and Other End MarksLesson 19.2: Using Commas ILesson 19.3: Using Commas IILesson 19.4: Using Commas IIILesson 19.5: Using Semicolons and ColonsLesson 19.6: Using Quotation Marks and ItalicsLesson 19.7: Using Apostrophes and HyphensLesson 19.8: Using AbbreviationsLesson 19.9: Writing NumbersGrammar Review: PunctuationLiterature Model: from Harriet Tubman: The Moses of Her People by Langston HughesWriting Application: Punctuation in Writing; Techniques with Punctuation; Practice

Unit 20: Sentence CombiningLesson 20.1: Compound SentencesLesson 20.2: Compound ElementsLesson 20.3: Prepositional PhrasesMixed Review

Part 3: Resources and SkillsUnit 21: Library and Reference ResourcesLesson 21.1: Using a LibraryLesson 21.2: How Books Are OrganizedLesson 21.3: How to Find a BookLesson 21.4: Using ReferencesLesson 21.5: Using a DictionaryLesson 21.6: Understanding a Dictionary Entry

Unit 22: Vocabulary and SpellingLesson 22.1: Borrowed WordsLesson 22.2: Clues to Word MeaningsWord Works: Words Borrowed from the French

Lesson 22.3: Using Word PartsWord Works: Word Origins

Lesson 22.4: Synonyms and AntonymsWord Works: Homographs

Lesson 22.5: Words That Sound AlikeLesson 22.6: Spelling Rules ILesson 22.7: Spelling Rules IIWord Works: Coded Language

Lesson 22.8: Problem Words

Unit 23: Study SkillsLesson 23.1: Exploring a BookLesson 23.2: Planning Your StudyLesson 23.3: Using a Study MethodLesson 23.4: Notes and OutlinesLesson 23.5: Using Graphic Aids

Unit 24: Taking TestsLesson 24.1: Tips for Test TakingLesson 24.2: Test ItemsLesson 24.3: Standardized TestsLesson 24.4: Standardized Test Practice

Unit 25: Listening and SpeakingLesson 25.1: ListeningLesson 25.2: Informal SpeakingLesson 25.3: How to Give an Oral Report

Unit 26: Viewing and RepresentingLesson 26.1: Interpreting Visual MessagesLesson 26.2: Analyzing Media MessagesLesson 26.3: Producing Media Messages

Unit 27: Electronic ResourcesLesson 27.1: The InternetLesson 27.2: Getting on the InternetLesson 27.3: Evaluating Internet SourcesLesson 27.4: Using E-MailLesson 27.5: Other Electronic Resources

Reference SectionWriting and Language GlossarySpanish GlossaryWriting and Research HandbookWriting Good SentencesWriting Good ParagraphsWriting Good CompositionsWriting Good Research Papers

IndexAcknowledgmentsLiterature ModelsComposition ModelsSkill ModelsLanguage Models

Fine Art

Student WorksheetsGrammar and Language WorkbookHandbook of Definitions and RulesTroubleshooterPart 1: GrammarUnit 1: Subjects, Predicates, and Sentences1.1 Kinds of Sentences: Declarative and Interrogative1.2 Kinds of Sentences: Exclamatory and Imperative1.3 Subjects and Predicates: Simple and Complete1.4 Subjects and Predicates: Compound1.5 Simple and Compound Sentences1.6 Sentence Fragments1.7 Run-On SentencesUnit 1 ReviewCumulative Review

Unit 2: Nouns2.8 Nouns: Proper and Common2.9 Nouns: Singular and Plural2.10 Nouns: Collective2.11 Nouns: PossessivesUnit 2 ReviewCumulative Review: Units 1-2

Unit 3: Verbs3.12 Action Verbs and Direct Objects3.13 Action Verbs and Indirect Objects3.14 Transitive and Intransitive Verbs3.15 Linking Verbs and Predicate Words3.16 Verb Tenses: Present, Past, and Future3.17 Main Verbs: Principal Parts3.18 Helping Verbs3.19 Verb Forms: Present Progressive and Past Progressive3.20 Perfect Tenses: Present and Past3.21 Irregular Verbs I3.22 Irregular Verbs II3.23 Irregular Verbs III3.24 More Practice with Verb FormsUnit 3 ReviewCumulative Review: Units 1-3

Unit 4: Pronouns4.25 Personal Pronouns4.26 Using Pronouns Correctly4.27 Pronouns and Antecedents4.28 Possessive Pronouns4.29 Indefinite PronounsUnit 4 ReviewCumulative Review: Units 1-4

Unit 5: Adjectives5.30 Adjectives and Proper Adjectives5.31 Articles and Demonstratives5.32 Adjectives That Compare5.33 Special Adjectives That CompareUnit 5 ReviewCumulative Review: Units 1-5

Unit 6: Adverbs6.34 Adverbs Modifying Verbs6.35 Adverbs Modifying Adjectives and Adverbs6.36 Adverbs That Compare6.37 Irregular Comparative Forms6.38 Telling Adjectives and Adverbs Apart I6.39 Telling Adjectives and Adverbs Apart II6.40 Avoiding Double NegativesUnit 6 ReviewCumulative Review: Units 1-6

Unit 7: Prepositions, Conjunctions, and Interjections7.41 Prepositions7.42 Prepositional Phrases7.43 Pronouns After Prepositions7.44 Prepositional Phrases as Adjectives and Adverbs7.45 Telling Prepositions and Adverbs Apart7.46 Conjunctions7.47 InterjectionsUnit 7 ReviewCumulative Review: Units 1-7

Unit 8: Subject-Verb Agreement8.48 Making Subjects and Verbs Agree8.49 Subject Pronouns and Verb Agreement8.50 Locating the Subject8.51 Agreement with Compound SubjectsUnit 8 ReviewCumulative Review: Units 1-8

Unit 9: Diagraming Sentences9.52 Diagraming Simple Subjects and Simple Predicates9.53 Diagraming the Four Kinds of Sentences9.54 Diagraming Direct and Indirect Objects and Predicate Words9.55 Diagraming Adjectives and Adverbs9.56 Diagraming Prepositional Phrases9.57 Diagraming Compound Sentence PartsUnit 9 ReviewCumulative Review: Units 1-9

Part 2: UsageUnit 10: Usage Glossary10.58 Usage: accept to a lot10.59 Usage: beside to chose10.60 Usage: in to learn10.61 Usage: leave to sit10.62 Usage: than to whoseUnit 10 ReviewCumulative Review: Units 1-10

Part 3: MechanicsUnit 11: Capitalization11.63 Capitalizing Sentences, Quotations, and Salutations I11.64 Capitalizing Sentences, Quotations, and Salutations II11.65 Capitalizing Names and Titles of Persons I11.66 Capitalizing Names and Titles of Persons II11.67 Capitalizing Names of Places I11.68 Capitalizing Names of Places II11.69 Capitalizing Other Proper Nouns and Adjectives I11.70 Capitalizing Other Proper Nouns and Adjectives IIUnit 11 ReviewCumulative Review: Units 1-11

Unit 12: Punctuation12.71 Using the Period and Other End Marks12.72 Using Commas I12.73 Using Commas II12.74 Using Commas III12.75 Using Commas IV12.76 Commas in Review12.77 Semicolons and Colons12.78 Quotation Marks12.79 Quotation Marks and Italics12.80 Apostrophes12.81 Hyphens12.82 Abbreviations I12.83 Abbreviations II12.84 Writing Numbers I12.85 Writing Numbers IIUnit 12 ReviewCumulative Review: Units 1-12

Part 4: Vocabulary and SpellingUnit 13: Vocabulary and Spelling13.86 Building Vocabulary: Learning from Context13.87 Building Vocabulary: Prefixes13.88 Building Vocabulary: Suffixes13.89 Synonyms and Antonyms13.90 Homonyms13.91 Basic Spelling Rules I13.92 Basic Spelling Rules II13.93 Basic Spelling Rules III13.94 Often Misspelled Words13.95 Easily Confused Words13.96 Review: Building Vocabulary13.97 Review: Basic Spelling RulesUnit 13 ReviewCumulative Review: Units 1-13

Part 5: CompositionUnit 14: Composition14.98 The Writing Process: Prewriting I14.99 The Writing Process: Prewriting II14.100 The Writing Process: Drafting I14.101 The Writing Process: Drafting II14.102 The Writing Process: Revising I14.103 The Writing Process: Revising II14.104 The Writing Process: Editing14.105 The Writing Process: Presenting14.106 Outlining14.107 Writing Effective Sentences I14.108 Writing Effective Sentences II14.109 Writing Effective Sentences III14.110 Building Paragraphs I14.111 Building Paragraphs II14.112 Building Paragraphs III14.113 Paragraph Ordering14.114 Personal Letters I14.115 Personal Letters II14.116 Personal Letters III14.117 Business Letters: Letters of Request or Complaint14.118 Business Letters: Letters of Opinion

Index

Grammar Practice WorkbookUnit 8: Subjects, Predicates, and Sentences8.1-2 Sentences and Sentence Fragments8.3 Subjects and Predicates8.4 Finding Subjects8.5 Compound Subjects and Compound Predicates8.6 Simple, Compound, and Complex Sentences

Unit 9: Nouns9.1 Common and Proper Nouns9.2 Singular and Plural Nouns9.3 Possessive Nouns

Unit 10: Verbs10.1 Action Verbs and Direct Objects10.2 Indirect Objects10.4 Present, Past, and Future Tenses10.5 Main Verbs and Helping Verbs10.6 Present and Past Progressive Forms10.7 Perfect Tenses10.8-9 Irregular Verbs

Unit 11: Pronouns11.1-2 Using Pronouns Correctly11.3 Pronouns and Antecedents11.4 Possessive Pronouns11.5 Indefinite Pronouns

Unit 12: Adjectives12.1 Adjectives and Proper Adjectives12.2 Articles and Demonstratives12.3 Adjectives That Compare

Unit 13: Adverbs13.1 Adverbs Modifying Verbs13.2 Adverbs Modifying Adjectives and Adverbs13.3 Adverbs That Compare13.4 Telling Adjectives and Adverbs Apart13.5 Avoiding Double Negatives

Unit 14: Prepositions, Conjunctions, and Interjections14.1-2 Prepositions and Prepositional Phrases14.3 Pronouns After Prepositions14.4 Prepositional Phrases as Adjectives and Adverbs14.5 Telling Prepositions and Adverbs Apart14.6-7 Conjunctions and Interjections

Unit 15: Subject-Verb Agreement15.1 Making Subjects and Verbs Agree15.2 Problems with Locating the Subject15.3 Agreement with Compound Subjects

Unit 16: Glossary of Special Usage Problems16.1-2 Using Troublesome Words

Unit 18: Capitalization18.1 Capitalizing Sentences, Quotations, and Salutations18.2 Capitalizing Names and Titles of People18.3 Capitalizing Names of Places18.4 Capitalizing Other Proper Nouns and Adjectives

Unit 19: Punctuation19.1 Using the Period and Other End Marks19.2 Using Commas I-A19.2 Using Commas I-B19.3 Using Commas II-A19.3 Using Commas II-B19.4 Using Commas III-A19.4 Using Commas III-B19.5 Using Semicolons and Colons19.6 Using Quotation Marks and Italics19.7 Using Apostrophes and Hyphens19.8 Using Abbreviations19.9 Writing Numbers

inTIME Magazine - Student Edition, Vol. 3American Scene: The Creepy Cellar of the Merchant of VenomNotebookNationThe Bully BattleThe Fight Over Alaska's OilRiver Keepers Help Alaska's SalmonTheir Native Tongue

WorldBack in the U.S.A.Cover: Meltdown!A Fresh Start in AfricaThe Ultimate FoodieCan Venice be Saved?

ScienceArchaeology: A Family That Digs TogetherFood: Trouble on the TableSpace: Searching the HeavensAnimals: Dinosaur Feathers!

ArtsBooks: A Writer Who's 13 at HeartMusic: Christina AguileraMovies: Monstrously Good

SportsPaid to Play Games

Essay: From Homeless to a Full ScholarshipLetters: Alaska's Wildlife, Bullies, and more

ITBS Preparation and Practice Workbook & Ten Days to the ITBSPreparation and PracticeExercise 1: VocabularyExercise 2: Reading ComprehensionExercise 3: SpellingExercise 4: CapitalizationExercise 4: PunctuationExercise 5: Usage/ExpressionExercise 6: Capitalization/PunctuationExercise 7: Usage/ExpressionExercise 8: Reference Materials

Practice TestVocabularyReading Comprehension

Ten Days to the ITBSIntroductionBasic SkillsVocabulary QuestionsReading Comprehension

SAT-9 Preparation and Practice Workbook & Ten Days to the SAT-9IntroductionPreparation and PracticeReading VocabularyReading ComprehensionSpellingLanguageStudy SkillsListeningLanguage SAReading Comprehension II

Practice TestTen Days to the Stanford 9Reading VocabularyReading ComprehensionSpellingLanguageStudy SkillsListeningLanguage SA

Spelling Power WorkbookStudent Progress ChartScoring ScaleUnit 1Lesson 1: Short Vowel SpellingsLesson 2: Long Vowel SpellingsLesson 3: The Vowel uLesson 4: Double ConsonantsReview Lessons 1-4

Unit 2Lesson 5: The \s\ Sound with c or sLesson 6: The \k\ Sound with c, ck, ch, or quLesson 7: The \j\ Sound with g or jLesson 8: Words with Silent LettersReview Lessons 5-8

Unit 3Lesson 9: Spelling the Schwa SoundLesson 10: Spelling the \\ SoundLesson 11: Spelling the \or\ SoundLesson 12: Doubling the Final ConsonantReview Lessons 9-12

Unit 4Lesson 13: The \ou\ and \oi\ SoundsLesson 14: Words with ie and eiLesson 15: Dropping the Final SilentLesson 16: Keeping the Final Silent eReview Lessons 13-16

Unit 5Lesson 17: Keeping the Final yLesson 18: Changing y to ILesson 19: The Suffix -ousLesson 20: The Suffix -ionReview Lessons 17-20

Unit 6Lesson 21: The Suffixes -ant and -entLesson 22: Adding PrefixesLesson 23: The Prefix in-Lesson 24: Nouns with Unusual PluralsReview Lessons 21-24

Unit 7Lesson 25: Words with Greek and Latin RootsLesson 26: Plurals for Nouns Ending in oLesson 27: Plurals for Nouns Ending in s, sh, ch, xLesson 28: Plurals for Nouns Ending in f and feReview Lessons 25-28

Unit 8Lesson 29: Compound WordsLesson 30: Words Often ConfusedLesson 31: Words Often MisspelledLesson 32: Multi-syllable WordsReview Lessons 29-32

TerraNova Preparation and Practice Workbook & Ten Days to the TerraNovaIntroductionIntroduction to the TerraNovaProcess of Elimination

Preparation and PracticeSpellingLanguage MechanicsVocabularyReading and Language Arts 1Reading and Language Arts 2Reading and Language Arts 3Reading and Language Arts 4Reading and Language Arts 5

Ten Days to the TerraNovaPractice TestWhat Do I Need to Know About the TerraNova?Process of EliminationThe PassagesReading QuestionsWriting Questions

Vocabulary Power WorkbookStudent Progress ChartScoring ScaleUnit 1Lesson 1 Using Context CluesLesson 2 The Prefixes em- and en-Lesson 3 Using SynonymsLesson 4 Using Reference Skills-Using a ThesaurusReviewTest

Unit 2Lesson 5 Using Context CluesLesson 6 The Word Roots homo, humanus, anima, animus, anthropo, and bioLesson 7 Word UsageLesson 8 The Latin Roots movere and mobilisLesson 9 Using Reading Skills-Using Context CluesReviewTest

Unit 3Lesson 10 UsageLesson 11 UsageLesson 12 The Latin Roots scribere and signareLesson 13 Using Reference Skills-Finding the Right DefinitionReviewTest

Unit 4Lesson 14 Using SynonymsLesson 15 The Latin Root vertoLesson 16 The Prefix de-Lesson 17 Using Reading Skills-Understanding HomophonesReviewTest

Unit 5Lesson 18 Using SynonymsLesson 19 Sentence CompletionLesson 20 The Latin Root pendereLesson 21 Using Reading Skills-Understanding HomographsReviewTest

Unit 6Lesson 22 Using SynonymsLesson 23 UsageLesson 24 The Prefix dis-Lesson 25 The Latin Words bene and malLesson 26 Using Idiomatic Skills-Understanding IdiomsReviewTest

Unit 7Lesson 27 Using SynonymsLesson 28 The Prefixes over- and under-Lesson 29 The Prefix re-Lesson 30 The Latin Root venLesson 31 Using Reading Skills-Using Dictionary RespellingsReviewTest

Unit 8Lesson 32 Using SynonymsLesson 33 The Latin Roots specere and speciesLesson 34 The Latin Root tempus and the Greek Root chronosLesson 35 Using Reading Skills-Using Base WordsReviewTest

Pronunciation Guide

Internet LinkGlencoe.comTIME

Previous DocumentSearchPage NavigatorExit

/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth 8 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.00000 /EncodeGrayImages true /GrayImageFilter /FlateEncode /AutoFilterGrayImages false /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages false /MonoImageDownsampleType /Average /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects true /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile (None) /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False

/Description

12 UNIT Adjectives - PC\|MACimages.pcmac.org/SiSFiles/Schools/AL/MontgomeryPublic...380 Unit 12...

Documents

Transcript of 12 UNIT Adjectives - PC\|MACimages.pcmac.org/SiSFiles/Schools/AL/MontgomeryPublic...380 Unit 12...