Name

Action and Linking VerbsA

A complete sentence has a subject and a predicate. The main word in the predicate is a verb. Anaction verb tells what the subject does.

The little boy cried often.A linking verb links, or joins, the subject to a word or words in the predicate. It tells what thesubject is or is like.

He seemed very quiet. He was a good sport.

• Action verbs show actions that are physical (hike, build) or mental (remember, approve).

• Common linking verbs are forms of the verb be (am, is, are, was, were).

• These verbs can be linking verbs: become, seem, appear, feel, taste, smell, and look (Thecake appears fresh. It looks tasty.) However, some of them can also be used as action verbs.(A boy appeared suddenly. He looked at the food.)

Directions Write the verb in each sentence of the paragraph. Then write A if the verb is an actionverb. Write L if it is a linking verb.

1. Are you a spoiled child? 2. A spoiled child always gets his or her way. 3. He or she seemsselfish. 4. Parents pamper the child too much. 5. This treatment often leads to misery. 6. Theworld responds better to a kind, unselfish person. 7. Compassion is good for the giver and thereceiver. 8. The most unselfish people appear happiest.

1. 5.

2. ( _____ 6.

3. ___ _____ 7.

4 8.

Directions Write a verb from the box to complete each sentence. On the line after the sentence,write A if the verb is an action verb. Write L if it is a linking verb.

combine is showed are

9. The dragon popular in Chinese culture.gI 10. In ancient China, people - great respect for dragons.s| 11. Dragons not real animals.

12. They traits of many animals

eJwool-Ho Home Activity Your child learned about action and linking verbs. Read a story together. Have your^'—""——" e child point out several action verbs and linking verbs.

Grammar and Writing Practice Book Unit 2 Week 3 Day 2 29

Name.

f Sequence is the order in which events happen in a seiection. When you read, think about whatcomes first, next, and last.

» Several events can occur at the same time. Words such as meanwhile and during give clues thattwo events are happening at the same time.

Directions Read the following passage.

Cackie; Robinson was the first AfricanAmerican baseball player to play in the

modern Major Leagues. He played in theNegro Leagues until 1947 when he wassigned to the Brooklyn Dodgers. Despitecontroversy about Robinson breakingthe color barrier,, he was as immediate

success. During his first season, he led theNational League in stolen bases, and afterthe season ended he was named Rookieof the Year. During his third season, hewon the league's batting title and was laternamed baseball's Most Valuable Player.

Directions Fill in the time line below with the events from Jacicie Robinson's career. List themin the order in which they happened.

Events in Jackie Robinson's Career

Home Activity Your child read a short passage and identified its sequence of events using a time line. Read.ATj^oKSe a riewspeper article about a current event with your child. Have your child put the events in sequence using^ ' " ' a time Sine,

Name

Sequence

• Sequence is the order in which events happen in a selection. When you read, think about whatcomes first, next, and last.

• Several events can occur at the same time. Words such as meanwhile and during give clues thattwo events are happening at the same time.

Directions Read the folio wing passage.

'""inhere are many ways you can break inJL a new baseball mitt, but this is one

of the tried-and-true, old-fashioned ways.First, get the mitt wet with warm water.Don't get it too soaked! Without puttingthe mitt on, spend some time opening andclosing it with both hands to loosen up the.leather. Next, you want to rub a little bitof oil (not motor oil) into the palm of themire where it creases. Put a baseball right

in the heart of the mitt and then wrap ittightly with a rubber band. Let it sit thatway overnight. The next morning, takethe rubber band off the mitt and resumeopening and closing it with both hands.You'll need to repeat the overnight processa few times before your mitt really loosensup. But when it does, it'll feel like thatmitt was grown on your hand.

Directions Fill in the diagram belo.w with the steps to breaking in a mitt. List them in the orderin which they are supposed to be done.

How to Break m a Baseball Mitt

y LGet the mittwet withwarm w?ter

L_1.

72. Pur a ballin the mitt

_ _

_J

3.

~ ~ '

„_..

,__j_4. Unwrap

the mitt and

1 ">

5.

Home Activity Your child read a short passage and identified the order of steps in a process. With yourchiid, write down the sequence of steps he or she must follow to do something he or she regularly doesaround the house.

38 Comprehension Practice Book Unit 1

Name. Date, Practice

Sequence of Events

The sequence of events is the order in which things happen in a story.Keeping track of the order helps you understand the plot. Read this storyand then number the events 1 to 5 in the order in which they occurred.

It happened a long time ago on a distant planet called Evergreen.This planet took its name from the beautiful trees that covered muchof its land. The special thing about the people on Evergreen was thateverything they had was made of paper. The paper was made fromtrees. They had paper clothes, paper toys, paper houses, and papercars. The people on Evergreen used a lot of trees.

After a thousand years, great bare spots began to appear in theforests of Evergreen. Many trees had been cut down, but none hadbeen replanted. Next, deer, fox, and other animals disappeared fromEvergreen. The^ had no place to live. Finally, the air began to gobad. The great forests had always cleaned the air. There were nomore large forests on the planet. It wouldn't be long until all life onEvergreen disappeared.

Deer, fox, and other animals disappeared.

Evergreen was covered with beautiful trees.

It would not be long before all life on Evergreen would die.

Houses, clothes, toys, and cars were made of paper.

The air on Evergreen went bad.

Book 4/Unit 2Just a Dream

At Home: Have students write their own tale andsequence the events in it. 45

Name. Date. Practice

Sequence of Events

Keeping track of the order in which things happen in a story helps you tounderstand the plot. Read this story and then number the sequence ofevents 1 to 5 in the order in which they occurred.

Curt bounced along in the back seat of the old car his father wasdriving. Curt's mother comforted his crying little sister. Looking outthe window at the flat, dry, dusty land, Curt wondered if they'd everget to the new home they were looking for.

At sundown, Curt's father pulled into a grove of trees near astream. There was soft grass and clean air. Maybe things werelooking up. Curt helped his father set up the tent. Then they built acampfire and cooked the evening meal. In this fresh, green place,the food tasted delicious.

Curt's mother and his sister went to sleep in the tent. His fatherstayed by the campfire. "Almost there now," said his father. "It'sgreen like this place. We'll have a good life from now on." Curtsmiled. He should have known his father would take care ofeverything.

Curt and his father built a campfire and cooked a meal.

Curt's father says they will have a good life.

Curt looks at the dry land outside the car window.

Curt realizes that his father will take care of everything.

Curt's mother and his sister go to sleep in the tent.

Book 4/Unit 2Leah's Pony

At Home: Have students write four sentences insequence that describe what happens when Curtgets to his new home.

HOAX(hokes) n.a practical joke; somethingintended to deceive

Sounds like: JOKES

"David's HOAX turned out to be a bad JOKE."

a H.G. Wells HOAXED the public with his report of analien invasion.

a A common HOAX is when innocent people arecheated out of their money.

a The rumor that a lion had escaped from the zoo wasonly a HOAX.

48

QUALM(kwalm) n.

a feeling of illness;a disturbing feeling

Sounds like: CALM

.. ..y "̂ ^̂ **TZJl!L\'̂ ;̂ y

"Even though the lake was CALM, the fishermenhad QUALMS about their safety."

a Elizabeth felt stomach QUALMS after eating threehamburgers

a The pilot had QUALMS about flying after hearing thenews about bad weather.

a Liars have no QUALMS about telling lies.

49

What are ACTION verbs?

An action verb is a verb that describes an action, like run, jump, kick, eat, break,cry, smile, or think.

When using action verbs, the sentence structure will be:

SUBJECT— >

(noun)

ACTION VERB_,*>•

(verb)

THE REST OF THE SENTENCE

(adjective, adverb, noun, complement, ornothing)

Here are some examples of action verbs in sentences.

&reg is kicking the ball now.

The wind blows constantly in Chicago.

-\e accepted my apology.

The action verb is kicking. It describeswhat Greg is doing.

The action verb is blows. It describes whatthe wind does.

The action verb is accepted. It describeswhat 'he' did.

What are LINKINS verbs?

A linking verb is a verb that links (connects) the subject of the sentence toinformation about that subject. Unking verbs do not describe action.

When using linking verbs, the sentence structure will be:

SUBJECT--->

(noun)

LINKING VERB

(verb)

INFORMATION ABOUT THESUBJECT

(adjective, noun, or complement)

Some verbs are ALWAYS linking verbs because they never describe an action. Otherverbs can be linking verbs in some sentences and action verbs in other sentences.

The following three verbs are ALWAYS linking verbs:

[to be (is, am, are, was, were, has been, have been,

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Action Verbs and Linking Verbs http://aaweb.gallaudet.edu/x t,k, uctional_Prog..

had been, is being, are being, was being, will havebeen, etc.)

to become (become, becomes, became, has become,have become, had become, will become, will havebecome, etc.)

to seem (seemed, seeming, seems, has seemed, haveseemed, had seemed, is seeming, are seeming, wasseeming, were seeming, will seem)

Here are some examples of linking verbs that are ALWAYS linking verbs in sentences:

"The bail is red."

"The children are smart."

"The child W|N be tall five years fromnow."

"The cat seems fine."

"The dog became thin after hissurgery."

'Is' is a linking verb that connects thesubject, ball, to information about thatsubject (that it is red).

'Are' is a linking verb that connects thesubject, children, to information about thatsubject (that they are smart).

'Will be' is the linking verb connecting 'child'to the fact that he will be 'tall five yearsfrom now.'

'Seems' links the subject, cat, withinformation about the cat (that it is fine).

'Became' links the subject, the dog, withnformation about him (that he became thin).

Verbs that can be both ACTION and LINKING verbs

There are verbs that can be linking verbs in SOME sentences, but are action verbs inother sentences. One way to determine if the verb is functioning as an action verbor a linking verb is to substitute the word "is" for the verb in question.If thesentence still makes sense, then it is probably a linking verb. If the sentence wouldnot make sense with the word "is," then it is probably an action verb in the sentence.

The following are examples of verbs that can be linking verbs in some sentences andaction verbs in other sentences:

ook

>rove

remain

smell

sound

taste

appear

feel

grow

Here are some sample sentences of verbs used as linking verbs and actions verbs.

2 of 3 10/26/09 1:13PM

ion Verbs and Linking Verbs http://aaweb, gallaudet.edu/CLf.

Used as Linking Verbs Explanation

Jane appeared uninjured after theaccident.

Vou could substitute the word 'is,' forthe word 'appears,' and the sentencewould still make sense: "Jane isuninjured after the accident." Thislets you know that appeared is alinking verb in this sentence.

The cake smells good!

This sentence describes the cake."Smells" is a linking verb in thissentence. It connects the subject,cake, with information about thatsubject—it smells good.

The woman grew silent.

This sentence may seem confusing.Remember that the word "grow" hasmore than one meaning! In thissentence, "grew" means BECAME. Thewoman became silent.

Used as Action Verbs Explanation

Before I could leave, Jane appeared.[n this sentence, appeared is not linkinganything. It is telling the action thatJane did. She appeared, or showed up.

Ellen smells the cake.

The word, smells is not linkinganything. If you replaced smells withis' the sentence would not make

sense. That means smells must be anaction verb in this sentence. Ellen>erf ormed the action of smelling thecake.

The gardener grew some flowers.

The word, grew, is not linking two thingstogether here. If you tried to replacegrew with 'is' the sentence would notmake sense. This means that grew mustse an action verb. The gardenerperformed the action of growing somelowers.

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10/26/09 1:13 PM

a_U

NameTurn Up the VolumeDetermine the volume of each of the following rectangular prisms.

1.

3 in.

4 in.5 in.

2.

2 in.

5 in. Sin.

1 in. 7 in6 in.

4.

5 in.

2 in.Sin.

10 in.

4 in.

7 in.

cubic inches

cubic inches

cubic inches

cubic inches

cubic inches

Calculate volume of rectangular prisms

227

ILULLUJULJ.

Turn Up theMetric Volume

Name

Determine the volume of each of the following rectangular prisms,

1 cm 7 cm cubic centimeters

3 cm

4 cm 3 cm cubic centimeters2cm

2cm 4 cm cubic centimeters6 cm

4.

7cm

3 cm cubic centimeters

8 cm

9cm

8 cm cubic centimeters6 cm

Calculate volume of rectangular prisms

228Basic-Ma«^^