Grammar Practice Book: Grade 5
Transcript of Grammar Practice Book: Grade 5
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GrammarPractice Book
Grade 5
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© Harcourt • Grade 5
Grammar Practice Book
ContentsTHEME 1
Lesson 1 Declarative and Interrogative Sentences ............................... 1
Lesson 2 Imperative and Exclamatory Sentences; Interjections ............ 5
Lesson 3 Subjects and Predicates ........................................................ 9
Lesson 4 Complete and Simple Subjects and Predicates .................... 13
Lesson 5 Review ............................................................................... 17
THEME 2
Lesson 6 Compound Subjects and Predicates .................................... 19
Lesson 7 Simple and Compound Sentences ...................................... 23
Lesson 8 Prepositional Phrases .......................................................... 27
Lesson 9 Clauses and Phrases; Complex Sentences ........................... 31
Lesson 10 Review ............................................................................... 35
THEME 3
Lesson 11 Common and Proper Nouns ............................................... 37
Lesson 12 Singular and Plural Nouns .................................................. 41
Lesson 13 Possessive Nouns ................................................................ 45
Lesson 14 Pronouns and Antecedents ................................................. 49
Lesson 15 Review ............................................................................... 53
THEME 4
Lesson 16 Subjective and Objective Case Pronouns ............................ 55
Lesson 17 Possessive and Reflexive Case Pronouns .............................. 59
Lesson 18 Adjectives and Articles ........................................................ 63
Lesson 19 Main and Helping Verbs ..................................................... 67
Lesson 20 Review ............................................................................... 71
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© Harcourt • Grade 5
Grammar Practice Book
ContentsTHEME 5
Lesson 21 Action and Linking Verbs .................................................... 73
Lesson 22 Verbs: Present Tense; Subject-Verb Agreement .................... 77
Lesson 23 Verbs: Past and Future Tenses ............................................. 81
Lesson 24 Verbs: Perfect Tenses ........................................................... 85
Lesson 25 Review ............................................................................... 89
THEME 6
Lesson 26 Irregular Verbs ................................................................... 91
Lesson 27 Contractions ....................................................................... 95
Lesson 28 Adverbs .............................................................................. 99
Lesson 29 Punctuation ...................................................................... 103
Lesson 30 Review ............................................................................. 107
Index .................................................................................................. 109
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Name Declarative and
Interrogative Sentences
Lesson 1Circle each sentence. Underline each fragment.
1. Juan moved to a new school.
2. The friends played basketball in the yard.
3. took the bus to school.
4. Mrs. Janis, the math teacher.
5. handed out tests.
6. The teacher collected the homework.
Label each line of words as a sentence or a fragment. Add words to each fragment to make a complete declarative sentence.
7. Pedro and Ito traded baseball cards.
8. walked to school.
9. Tamara jogged around the block.
10. The teacher gave the first test on Friday.
11. girls soccer after school.
12. Michelle and Denzel exchanged books.
Write three declarative sentences about what you did in school today. Then write three interrogative sentences about what a friend did in school today.
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Name Declarative and
Interrogative Sentences
Lesson 1Write the interrogative sentences correctly, using capital letters and end marks.
1. what did you eat for lunch
2. did you pick out a book at the school library
3. when did you get a new computer
4. who helped you with the homework
5. where did the teacher go
If the interrogative sentence is correct, write correct. Rewrite the incorrect sentences correctly.
6. Why does Neil miss so many rehearsals
7. How does the librarian organize the books?
8. Where is the swimming pool
9. What time is soccer practice?
10. When do we get our report cards?
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Name
Lesson 1Read this part of a student’s rough draft. Then answer the questions below.
(1) Peri has been such a wonderful friend? (2) She helped me in so many
ways when I broke my arm falling off the parallel bars. (3) while others in the
class laughed at my clumsy fall, she ran to my side right away. (4) and went
with me to the doctor to have my arm x-rayed? (5) She carried my books to my
classes, and she kept me laughing (6) Do you understand why I think she is
such a good friend?
1. Which sentence does NOT express a complete thought?A Sentence 1B Sentence 2C Sentence 3D Sentence 4
2. Which declarative sentence has an incorrect end mark?A Sentence 1B Sentence 2C Sentence 3D Sentence 6
3. Which declarative sentence has an error in capitalization?A Sentence 1B Sentence 2C Sentence 3D Sentence 5
4. Which of these is NOT a declarative sentence?A Sentence 1B Sentence 2C Sentence 3 D Sentence 6
5. Which of these is an interrogative sentence?A Sentence 2B Sentence 3C Sentence 4D Sentence 6
6. Which of these sentences has a missing end mark?A Sentence 2B Sentence 3C Sentence 5D Sentence 6
Grammar–WritingConnection
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Name Declarative and
Interrogative Sentences
Lesson 1Circle the interrogative sentences. Underline the declarative sentences.
1. How does Jay like his new school?
2. What does Karen enjoy most about her school?
3. Sara takes piano lessons.
4. Keisha reads magazines about travel.
5. Jay helps Lisa with the math homework.
6. How does Susan prepare for the physical education test?
If the sentence is correct, write correct. Rewrite the incorrect sentences correctly.
7. What is the name of the coach.
8. John and Roberto play basketball every Saturday.
9. what does Lisa discover about her new neighborhood?
10. Gale tries out for the volleyball team.
11. Why is Tim waiting to see the teacher.
12. I will look in my desk for the calculator?
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Name
Imperative and Exclamatory Sentences;
Interjections
Lesson 2Circle the imperative sentences. Underline the exclamatory sentences.
1. Our coach figures out great strategies!
2. Pitch a curve ball.
3. Jill hit the most doubles!
4. Throw the ball to third base.
5. Keep score of the game.
6. We won!
Rewrite each sentence as an imperative sentence or an exclamatory sentence. Use correct end marks. Label it as imperative or exclamatory.
7. Leslie hit a home run
8. Slide into the base before he can tag you
9. Wei made an amazing catch
10. Throw a fastball
11. I can’t believe I struck out
12. Walk to first base
Write two imperative sentences and two exclamatory sentences about your favorite sport. Label each type of sentence.
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Name
Imperative and Exclamatory Sentences;
Interjections
Lesson 2Write the interjections in the following sentences.
1. Wow, Randi hit a home run!
2. Oops, Jeff hit a foul ball.
3. Oh, no, I can’t believe he missed that one.
4. Hey, Jessie caught that fly ball!
5. Oh, I struck out.
6. Whoa, Jorge made it to second base just in time!
7. Aha, Jamie stole third base!
Rewrite each sentence, adding an interjection. Remember to use correct punctuation.
8. Jorge bats next.
9. She tied the game.
10. Don’t hit that pitch.
11. Shauna made a base hit.
12. We won the game!
13. I stubbed my toe.
14. I am hungry and tired.
15. Let’s go to the snack bar.
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Name
Lesson 2Read this part of a student’s rough draft. Then answer the questions below.
(1) Wow, our basketball team is going to the state fi nals! (2) Now
we need to get ready. (3) Be at practice on time. (4) Work together as
a team? (5) � en get out there and play your best. (6) It will be a very
exciting game!
1. Which of the following is an exclamatory sentence?A Sentence 2 B Sentence 3C Sentence 5D Sentence 6
2. Which of the following contains an interjection?A Sentence 1B Sentence 2 C Sentence 3 D Sentence 4
3. Which imperative sentence has an incorrect end mark?A Sentence 2B Sentence 3 C Sentence 4D Sentence 5
4. Which is NOT an imperative sentence? A Sentence 2B Sentence 3 C Sentence 4D Sentence 5
5. Which are the imperative sentences?A Sentences 1, 2, and 3B Sentences 2, 3, and 4C Sentences 3, 4, and 5D Sentences 4, 5, and 6
6. Which of these is NOT an interjection?A Wow!B Ah!C Alas!D This is cool!
Grammar–WritingConnection
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Name
Imperative and Exclamatory Sentences;
Interjections
Lesson 2Rewrite the following as imperative sentences.
1. The batter hits the ball into the outfield.
2. The outfielder throws the ball to third base.
3. The hitter bunts the ball.
4. He tags the runner out.
5. She steals a base.
Label each of the following as an exclamatory sentence or an interjection. Add a related exclamatory sentence after each interjection.
6. Oh, no!
7. The mayor came to the game!
8. Wow!
9. We won the championship for the third season in a row!
10. No way!
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Name Subjects and Predicates
Lesson 3Circle the subject. Underline the predicate.
1. Jo practiced the piano every day.
2. The two violinists played a duet.
3. The orchestra rehearsed in the auditorium.
4. The musicians practiced every day until the concert.
5. Sophie sang in the school chorus.
Rewrite these sentences, putting the words in an order that makes sense. Circle the subject and underline the predicate.
6. jazz Allen listened to.
7. beautiful wrote songs Leslie.
8. a flute bought Eric.
9. the violin Michael played.
10. gathered around everyone the piano.
11. gave the quartet a concert.
Write three sentences about your favorite music. Circle the subject and underline the predicate in each sentence.
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Name Subjects and Predicates
Lesson 3Label each line of words as a sentence or a fragment. Add a subject to each fragment to make a complete sentence, and write it on the line.
1. Janet sang at the town hall.
2. fixed the broken microphone.
3. found a drum stick on the ground.
4. bought the concert tickets.
5. Juan saw a lot of his friends at the concert.
Label each line of words as a sentence or a fragment. Add a predicate to each fragment to make a complete sentence, and write it on the line.
6. Alex and Maria.
7. Matthew
8. The musicians.
9. Her father fixed the broken CD player.
10. Rachel.
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Name
Lesson 3Read this part of a student’s rough draft. Then answer the questions below.
(1) � ere are some very talented musicians in our school. (2)
Alisha played violin in a concert at the community center. (3) Nathaniel
played the cello on national radio. (4) won fi rst prize in a
piano competition. (5) Sometimes, these musicians .
1. Which is the subject of Sentence 2?A violinB Alisha C played violinD center
2. Which is the predicate of Sentence 3?A played the cello on
national radioB Nathaniel playedC NathanielD on national radio
3. Which of these is missing a predicate?A Sentence 2B Sentence 3C Sentence 4D Sentence 5
4. Which of these is missing a subject?A Sentence 2B Sentence 3 C Sentence 4D Sentence 5
5. Which should go in the blank in Sentence 5?A play music together.B were Matthew.C was Alisha.D in our school.
6. Which could go in the blank in Sentence 4?A SecondB KellyC The violinD Played
Grammar–WritingConnection
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Name Subjects and Predicates
Lesson 3Circle the subject and underline the predicate in each sentence.
1. The hurricane did not do much damage to the house.
2. The windows were shattered.
3. My friends helped us.
4. I lost my flute in the storm.
5. Angela rushed to the house.
6. My father fixed the roof.
Write a subject or predicate to complete each sentence. Label the sentence part that you added.
7. The school
8. were broken.
9. Claire
10. raised money to help homeless people.
11. The orchestra
12. donated clothes and food.
13. Many businesses
14. started to clean up the mess.
15. Her parents
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Name Complete and
Simple Subjects and Predicates
Lesson 4Write the complete subject on the line. Underline the simple subject.
1. The ship sailed from New York City.
2. The jazz band planned a tour.
3. The empty airplane flew to Italy.
4. The crowded bus traveled slowly.
5. A long line formed in front of the museum.
6. The tour guide showed us the exhibit.
7. We wanted to visit the Eiffel Tower.
8. My mother loved the food in France.
Write the complete predicate on the line. Underline the simple predicate.
9. John missed the train.
10. The group visited the pyramids.
11. We walked through a tunnel.
12. I rode a camel.
13. My sister swam in the Dead Sea.
14. We went to the market in Cairo.
15. Our guide told us about the town.
Write a sentence about a place you have visited. Underline the complete subject and circle the complete predicate. Then rewrite the sentence. This time, underline the simple subject and circle the simple predicate.
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Name Complete and
Simple Subjects and Predicates
Lesson 4Circle the simple subject. Underline the simple predicate.
1. Steven climbed to the top of the building.
2. Julio watched the changing of the guards.
3. Jason went to the wax museum.
4. Amira studied the map.
5. Many people strolled in the park.
6. Our tour group ate dinner at an Indian restaurant.
7. We packed our bags before breakfast.
Rewrite these sentences, putting the words in an order that makes sense. Circle the complete subject. Underline the complete predicate.
8. the road wound village its the way through
9. contained many the interesting shops things
10. the greeted artist his visitors
11. the photographs sale were for
12. 4:00 P.M. left village we the at
13. arrived Joan at the airport
14. Paris from top viewed of the Eiffel Tower the they
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Name
Lesson 4Read this part of a student’s rough draft. Then answer the questions below.
(1) My class took a trip to Washington, D.C. (2) We went to the
Capitol. (3) � e whole class went to the Lincoln Memorial. (4) My teacher
arranged a tour of the White House for us. (5) It was very exciting.
(6) Learned a lot.
1. Which sentence is missing a subject?A Sentence 1 B Sentence 2C Sentence 5D Sentence 6
2. Which is the complete subject in Sentence 1?A classB My classC tookD Washington, D.C.
3. Which is the simple predicate in Sentence 2?A WeB wentC went to the CapitolD to the Capitol
4. Which is the complete predicate in Sentence 5?A was very exciting B ItC wasD exciting
5. Which is the simple predicate in Sentence 4?A My teacherB teacherC arrangedD arranged a tour of the
White House for us
6. Which is the simple subject in Sentence 3? A The whole classB the Lincoln MemorialC went to the Lincoln MemorialD class
Grammar–WritingConnection
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Name Complete and
Simple Subjects and Predicates
Lesson 4Add a subject or a predicate to complete each sentence. Label the part you added.
1. Joseph .
2. broke down three blocks from the hotel.
3. The airplane .
4. were at the theater.
5. The taxi .
Write a sentence using the simple subject and the simple predicate given.
6. I, lost
7. The alarm clock, was
8. Jessie, telephoned
9. We, walked
10. Talisha, saw
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Name
Lesson 5Read this part of a student’s rough draft. Then answer the questions below.
(1) Why does our school have a talent show every year. (2) Our students
have some very unusual talents. (3) Javier performs some amazing tricks.
(4) Rianna trained her dog to balance a ball on its nose! (5) Make sure to go
to the talent show. (6) It is a lot of fun and full of surprises!
1. Which is a correct declarative sentence?A Sentence 1B Sentence 2C Sentence 5D Sentence 6
2. Which is an imperative sentence?A Sentence 2B Sentence 3C Sentence 4D Sentence 5
3. Which sentence has an incorrect end mark?A Sentence 1B Sentence 2C Sentence 3D Sentence 5
4. Which type of sentence is Sentence 1?A declarativeB exclamatoryC interrogativeD imperative
5. Which is an exclamatory sentence?A Sentence 1B Sentence 2C Sentence 4D Sentence 5
6. Which type of sentence is Sentence 6?A declarativeB exclamatoryC interrogativeD imperative
Grammar–WritingConnection
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Name
Lesson 5
1. Which is the simple predicate in Sentence 2?A AshleyB oftenC playsD solos
2. Which is the error in Sentence 3?A It lacks a subject.B It lacks a predicate.C It should be interrogative.D It should be imperative.
3. Which is the simple subject in Sentence 4?A HerB teacherC introducedD musicians
4. Which is the complete predicate in Sentence 4?A Her teacherB has introducedC has introduced her to some
well-known musiciansD well-known musicians
5. Which is the simple predicate in Sentence 5?A AshleyB practices at least three
hours a dayC at least three hours a dayD practices
6. Which is the complete subject in Sentence 2?A AshleyB playsC solosD concerts
(1) I think that Ashley will be a famous violinist someday. (2) Ashley often
plays solos in the school concerts. (3) and wins some big competitions. (4) Her
teacher has introduced her to some well-known musicians. (5) Ashley practices
at least three hours a day. (6) I don’t know how she does it!
Read this part of a student’s rough draft. Then answer the questions that follow.
Grammar–WritingConnection
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Name Compound
Subjects and Predicates
Lesson 6Combine the pair of sentences into one sentence with a compound subject.
1. The park opened at 8:00 A.M. The beach opened at 8:00 A.M.
2. Rebecca went to the picnic. Mark went to the picnic.
3. Eric swam in the ocean. Gabriel swam in the ocean.
4. Sometimes, Cheryl taught volleyball. Other times, Daniel taught volleyball.
5. Mom drove Tim to the beach. Sometimes, Dad drove Tim to the beach.
Combine the pair of sentences into one sentence with a compound predicate.
6. I went swimming. Sometimes, I played volleyball instead.
7. Jessie built a sand castle at the beach. Jessie dug a tunnel through it.
8. Kareem sat on a bench. Kareem ate ice cream.
9. Jenna walked along the beach. Jenna collected shells.
10. We placed the towels on the sand. We opened the beach umbrella.
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Name Compound
Subjects and Predicates
Lesson 6In each sentence, underline the compound subject or circle the compound predicate.
1. Victoria drew pictures, sculpted clay, and made mosaics.
2. Jonathan, his brother, and their parents made dinner together.
3. We drove to the mall, went shopping, and ate at a nearby restaurant.
4. Lucy, Molly, and Rachel played in the yard.
5. Nicholas, Paul, and Steve went to the gym.
6. Josh, Stacy, Roger, and Linda worked on the project.
7. Denise swam two laps, ran 50 yards, and jumped hurdles in the race.
8. Chan played field hockey, did his homework, and practiced the clarinet.
Use the compound subjects or compound predicates to write complete sentences.
9. Julio, Mary, and Lisa
10. fed the dog, washed the dishes, and swept the floor.
11. Tamika, her parents, and I
12. played checkers, finished a puzzle, and ate dinner.
13. the snack bar, the restaurant, and the cafe
14. practiced the piano, cleaned her room, and went to bed.
15. Matt, Todd, and Mark
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Name
Lesson 6Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Juanita and her family celebrated Juanita’s birthday with a festive picnic in the
park. (2) Juanita’s parents cooked her favorite foods for the picnic and brought a piñata
to hang from a tree. (3) Juanita’s sister brought music. (4) Many friends and family
members went to the party. (5) They ate, danced to the music, and rushed to grab all
the candy that fell from the broken piñata.
1. Which is the compound subject in Sentence 1?A JuanitaB celebratedC festive picnic D Juanita and her family
2. Which sentence has a compound subject?A Sentence 2B Sentence 3C Sentence 4D Sentence 5
3. Which sentence has a compound predicate?A Sentence 1B Sentence 2C Sentence 3D Sentence 4
4. Which is the compound predicate in Sentence 5?A They ate, danced, and rushedB ate, dancedC ate, danced to the music, and
rushed to grab all the candy that fell from the broken piñata.
D all the candy that fell from the broken piñata
5. Which is the conjunction that joins the two subjects in Sentence 1?A familyB andC herD birthday
6. Which is the conjunction that joins the three predicates in Sentence 5?A TheyB dancedC andD rushed
Grammar–WritingConnection
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Name Compound
Subjects and Predicates
Lesson 6Underline the compound subject in the sentence. Circle the conjunction that joins the subjects.
1. Jan and Kate make a presentation about our favorite things.
2. Soccer and baseball are the two most popular sports.
3. Chicken, hamburgers, and corn on the cob are my three favorite foods.
4. Milk and juice are two drinks Luis likes.
5. Oatmeal and broccoli are the two foods I like the least.
Write a sentence with a compound predicate that answers the question. Underline the compound predicate. Circle the conjunction that joins the predicates.
6. What do you do on a rainy Saturday?
7. What are three things that you do after school?
8. What are three things you do with your friends?
9. What do you do at the beach?
10. What are two things you do in the morning before you go to school?
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Name Simple andCompoundSentences
Lesson 7
Write three sentences about your favorite circus act. Include a simple sentence and a compound sentence.
Label the sentence as simple or compound. Circle the conjunction in each compound sentence.
1. Everyone was excited, for the circus was coming.
2. The acrobats performed on the trampoline.
3. One clown juggled balls, and the other performed funny stunts.
4. The performer climbed a rope up to the trapeze.
5. The acrobats must focus their attention, or they might fall off the wire.
6. The clown made a coin disappear, but it was only a trick.
Write an example of the type of sentence named. Use commas correctly.
7. simple sentence
8. compound sentence
9. simple sentence with a compound subject
10. simple sentence with a compound predicate
11. compound sentence with a compound subject
12. compound sentence with a compound predicate
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Name Simple andCompoundSentences
Lesson 7The sentences are combined incorrectly. Rewrite the combined sentence correctly.
1. The juggler juggled apples, he also juggled oranges.
2. The clowns made funny noises the mimes made funny faces.
3. The magician showed an empty hat then he pulled a colorful scarf from it.
4. The artist could make a balloon in the shape of a poodle I could choose another animal shape.
5. My sister went to a different circus last year she said this one was more fun.
Rewrite the run-on sentence as two separate sentences.
6. The horses circled the ring then they stopped.
7. The troupe had fifteen people they included clowns and acrobats.
8. I wanted my face painted like the clowns’ now my nose has a big red spot!
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Name
Lesson 7Read this part of a student’s rough draft. Then answer the questions that follow.
(1) The circus is coming to town I am so excited! (2) Elizabeth and I
already have tickets to it. (3) My favorite part is the trapeze artists’ stunts,
but I worry that the performers might fall. (4) Elizabeth and I love to
watch the magicians, but their tricks are too good for us to figure out!
(5) We also enjoy watching the balloon artists and love to have our faces
painted.
1. Which is a correct simple sentence?A Sentence 1B Sentence 2C Sentence 3D Sentence 4
2. Which is a correct compound sentence?A Sentence 1 B Sentence 2 C Sentence 4D Sentence 5
3. Which is a run-on sentence?A Sentence 1B Sentence 2C Sentence 3D Sentence 4
4. Which is a simple sentence with a compound subject?A Sentence 1B Sentence 2C Sentence 3D Sentence 4
5. Which is a simple sentence with a compound predicate?A Sentence 2B Sentence 3C Sentence 4D Sentence 5
6. Which is a compound sentence that contains a compound subject?A Sentence 1B Sentence 2C Sentence 3D Sentence 4
Grammar–WritingConnection
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Name Simple andCompoundSentences
Lesson 7Label the sentence as simple sentence, simple sentence with compound subject, simple sentence with compound predicate, compound sentence, compound sentence with compound subject, or compound sentence with compound predicate.
1. The clowns make us laugh.
2. My favorite performer is not in this show, but I think it will be good anyway.
3. Noah and I wanted to have our faces painted, but there wasn’t enough time before
the show.
4. The clowns and the mimes competed for attention from the audience.
5. The tigers looked scary, but they obeyed their trainer’s commands and behaved very
well.
Rewrite the sentence correctly. Add a conjunction in the correct place.
6. Alex had better be on time, I will go into the tent without him!
7. The balloon artists worked before the show, later, they watched the circus with us.
8. We live far from the theater, we arrived on time.
9. The jugglers struggled, they had too much to handle.
10. My favorite show is the circus, I go every year!
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Name PrepositionalPhrases
Lesson 8
Write a few sentences about the United States. Include a prepositional phrase in each sentence. Underline the preposition, and circle the object of the preposition.
Underline the prepositional phrase in the sentence. Circle the preposition.
1. The Revolutionary War took place between 1775 and 1783.
2. There were many battles during the Revolutionary War.
3. General Washington moved his troops across the Delaware River.
4. The Americans fought with determination.
5. Their love for their country was deep.
Underline the prepositional phrase. Write on the line the preposition and its object.
6. The soldiers moved toward the front line.
7. The enemy was waiting by the state border.
8. We waited until dawn to attack the enemy.
9. The soldiers stood on a narrow bridge.
10. The soldiers crossed the river to the peninsula.
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Name PrepositionalPhrases
Lesson 8Choose the correct preposition from the words in parentheses, and rewrite the sentence.
1. Washington’s troops crossed the Delaware River (in, into) small boats.
2. The Americans escaped (in, into) Pennsylvania.
3. Hamilton and Monroe were (among, between) Washington’s officers.
4. The American tactics were not like those (by, of) the British.
5. The army split (through, into) two groups and caught the British by surprise.
Choose the correct preposition to go in the blank in the sentence, and write it on the line.
6. The Mohawks were several tribes that sided with the British.
7. Washington used the tactic surprise.
8. American troops crossed the Delaware December 25th.
9. They rowed the boats the icy river.
10. The general prepared his men the attack.
11. The Americans attacked dawn.
12. The Battle of Trenton lasted for two hours the time it started.
across of at from among for on
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Name
Lesson 8Read this part of a student’s rough draft. Then answer the questions that follow.
(1) The general spoke to the soldiers. (2) He spoke about the unique
spirit of the Americans. (3) He asked the soldiers to face with determination
the difficulties that were to come. (4) The soldiers understood the brutal
conditions. (5) They knew that together they would triumph over the enemy.
1. Which is the preposition in Sentence 1?A generalB spokeC toD soldiers
2. Which is the object of the preposition in Sentence 1?A generalB spokeC toD soldiers
3. How many prepositional phrases are in Sentence 2?A oneB twoC threeD four
4. Which is the prepositional phrase in Sentence 3?A He askedB the soldiersC to face the difficultiesD with determination
5. Which is the preposition in Sentence 3?A soldiersB faceC withD determination
6. Which sentence does not contain a prepositional phrase?A Sentence 2B Sentence 3C Sentence 4D Sentence 5
Grammar–WritingConnection
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Name PrepositionalPhrases
Lesson 8Underline the prepositional phrase. Write on the line the preposition and its object.
1. They sat under a tree.
2. They fought the battle in the daylight.
3. The soldiers were stationed around the enemy.
4. The general watched the cold, wet soldiers step onto land.
5. The soldiers rose above the challenges and achieved victory.
Rewrite the sentence, adding a preposition to fill in the blank.
6. They carried guns the river.
7. They hid the bushes.
8. The soldiers fought freedom.
9. Another attack dawn was a surprise.
10. The soldiers were triumphant the end.
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Name
Clauses andPhrases;Complex
Sentences
Lesson 9Each sentence has one or two clauses. Underline the independent clause. Circle the dependent clause.
1. The artist assembled the materials for her sculpture.
2. She used the room as a studio because it had so much natural light.
3. The assistant prepared the stone before the artist began to sculpt.
4. The artist completed the work in one week.
5. When the artist completed the work, she invited gallery owners to view it.
6. Two gallery owners bid for the sculpture.
7. Many people admired the sculpture.
Label the sentence as simple or complex. For each complex sentence, underline the subordinating conjunctions.
8. The local artists exhibited their latest work.
9. When the lecture ended, the artists answered questions from the audience.
10. A girl in my art class won the contest that the museum sponsored.
11. Art students come from near and far although many can walk to the school from
their homes.
12. The teachers come from all over the world which helps students learn different ideas
about art.
13. The students examined the paintings at the exhibition.
14. The art was still in the gallery although the show ended yesterday.
15. Because we knew that the exhibition would be crowded, we arrived early.
Write three complex sentences about art. Use subordinating conjunctions such as although, because, when, or that to join the parts of each complex sentence. Circle the connecting words.
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Name
Clauses andPhrases;Complex
Sentences
Lesson 9Rewrite the pair of sentences to form a complex sentence. Use the subordinating conjunctions in parentheses ( ) to join the parts of the complex sentence.
1. There were many difficulties. The art school was finally built. (although)
2. The building was completed. We held an open house. (when)
3. This art school is special. Its teachers are so talented. (because)
4. Juan Pedro is an artist. He founded the school. (who)
5. The teachers gave classes in art history. The classes helped deepen the students’
appreciation of art. (which)
Combine the pair of sentences into a complex sentence, using a subordinating conjunction and inserting the correct punctuation. Underline the subordinating conjunctions.
6. The materials arrived. The artist began his work.
7. The project was challenging. Many people offered their help.
8. More workers were hired. This made the job go faster.
9. David won the prize. He entered many contests.
10. The classes were small. The students learned more.
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Name
Lesson 9Read this part of a student’s rough draft. Then answer the questions that follow.
(1) The school puts on an art exhibition every year. (2) Because each year’s
exhibition has a different theme, a new student committee is elected to select art for it.
(3) Although there are many entries, only three works of art are selected from each grade.
(4) After the committee selects each work, the group determines where the art will be
displayed. (5) Sometimes the artists are asked to write something about their work.
1. Which of these contains only an independent clause?A Sentence 1B Sentence 2C Sentence 3D Sentence 4
2. Which of these is NOT a complex sentence?A Sentence 2B Sentence 3C Sentence 4D Sentence 5
3. Which is the subordinating conjunction in Sentence 2?A BecauseB isC forD student
4. Which is the dependent clause in Sentence 3?A AlthoughB Although there are many entriesC only three works are selectedD only three works are selected from
each grade
5. Which is the independent clause in Sentence 4?A After the committee selects
each workB the committee selectsC the group determinesD the group determines where the
art will be displayed
6. Which is the subordinating conjunction in Sentence 4?A AfterB the committeeC selectsD each
Grammar–WritingConnection
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Name
Clauses andPhrases;Complex
Sentences
Lesson 9Add an independent clause or a dependent clause as shown in the parentheses to complete the sentence. Punctuate sentences correctly.
1. When the student artist showed his work to the teacher (independent)
2. Justin painted standing up (dependent)
3. Although the class was nearly over (independent)
4. Diane bought some more colored pencils. (dependent)
5. Before Tisha started to paint (independent)
Rewrite the pair of sentences to form a complex sentence. Use the subordinating conjunctions in the parentheses to join the parts of the complex sentence.
6. The students sketched pictures. Then they painted the mural. (before)
7. The students completed the mural. They cleaned up. (after)
8. Jen finished her drawing. She found a place to display it. (when)
9. It was getting dark. The studio’s lights were turned on. (because)
10. The artist chose bright colors for the painting. The painting showed the countryside
on a rainy day. (although)
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Name
Lesson 10Read this part of a student’s rough draft. Then answer the questions that follow.
(1) My friends and I were part of a live audience for a televised cooking show.
(2) We watched the preparation of lentil soup, and we saw what happens behind
the scenes, too. (3) The chef chopped onion, sliced celery, and diced carrots.
(4) He added the vegetables to an oiled pot. (5) He filled the pot with vegetable
stock, added the lentils, and brought the mixture to a boil.
1. Which sentence contains a compound subject?A Sentence 1B Sentence 3C Sentence 4D Sentence 5
2. Which is a simple sentence with a compound predicate?A Sentence 1B Sentence 2C Sentence 3D Sentence 4
3. Which is the subject of Sentence 1?A My friends and IB audienceC ID cooking show
4. Which is the predicate in Sentence 4?A HeB added the vegetables to
an oiled potC the vegetables to an oiled potD an oiled pot
5. Which is the compound predicate in Sentence 5?A He filledB filled the pot with vegetable stockC filled the pot with vegetable stock,
added the lentils, and brought the mixture to a boil
D the mixture to a boil
6. Which of these is a compound sentence?A Sentence 1B Sentence 2C Sentence 3D Sentence 4
Grammar–WritingConnection
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Name
Lesson 10Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Our class prepared an international buffet lunch, and it was
delicious! (2) Carlos brought tacos which had meat, beans, corn, and
peppers in them. (3) Peter brought pasta because he is Italian. (4) Nicholas
brought a Greek pastry called baklava. (5) When I arrived home, I told my
mother that I had no room for dinner!
1. Which is NOT a complex sentence?A Sentence 2B Sentence 3C Sentence 4D Sentence 5
2. Which is the dependent clause in Sentence 2?A Carlos brought tacosB meat, beans, corn, and peppers C which had meat, beans, corn, and
peppers in themD tacos, which had meat, beans,
corn, and peppers
3. Which is the prepositional phrase in Sentence 2?A CarlosB brought tacos C meat, beans, corn, and peppersD in them
4. Which is the prepositional phrase in Sentence 5?A When I arrived homeB I told my motherC no roomD for dinner
5. Which is the subordinating conjunction in Sentence 5?A WhenB IC arrivedD home
6. Which is the independent clause in Sentence 3?A Peter broughtB Peter brought pastaC because he is ItalianD because
Grammar–WritingConnection
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Name Common andProper Nouns
Lesson 11Underline the common nouns. Circle the proper nouns.
1. The crew maintained the supplies on the ship.
2. Jordan Lineman was the carpenter.
3. Martin raised the sail on the mast every morning.
4. The captain named the ship World Sailor.
5. The storm lasted for days.
6. The crew cleaned the deck on Tuesday.
Rewrite the sentences, replacing the underlined words with proper nouns.Use correct capitalization.
7. The captain made an announcement.
8. The ship traveled to every continent.
9. The ship carried cargo to two countries.
10. The storm moved toward the ocean.
11. My sister and I played together on the deck.
12. The crew was excited when the ship docked in a city.
Write three sentences about a boat or something else you know about. Include both common and proper nouns.
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Name Common andProper Nouns
Lesson 11Circle the words that can be abbreviated.Write the abbreviations.
1. 3,000 miles
2. Mister Smith
3. Mistress Kane
4. August 14
5. Doctor Myers
6. September 7
7. Friday
8. Pine Street
Rewrite each sentence. Replace each abbreviation with the full word.
9. Mrs. Redding went back to her cabin.
10. Dr. Selon took care of any sick passengers.
11. We could see Mt. Hood from the ship.
12. Mr. Lotham was a frequent passenger on the ship.
13. The boat entered the St. Lawrence River.
14. The passengers wandered down Charles Ave.
15. Jason Lawson planned to come again in Nov.
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Name
Lesson 11Read this part of a student’s rough draft. Then answer the questions that follow.
(1) My favorite activity is boating at camp wilmore. (2) We can go rowing,
kayaking, or canoeing. (3) Jessie and Joan, the lifeguards at the camp, took
us on a canoe trip in Delaware. (4) The rapids were scary, but we made it!
(5) When we returned to camp, Mr. Weston, the head of the camp, was there
to congratulate us.
1. Which sentence contains an error in capitalization?A Sentence 1B Sentence 2C Sentence 3D Sentence 4
2. How many proper nouns are inSentence 3?A oneB twoC threeD none
3. Which of the following does not contain a proper noun?A Sentence 1B Sentence 2C Sentence 3 D Sentence 5
4. Which is the common noun inSentence 4?A rapidsB wereC but D made
5. Which sentence contains anabbreviation?A Sentence 2B Sentence 3C Sentence 4D Sentence 5
6. Which is the proper noun inSentence 5?A WhenB Mr. WestonC campD trip
Grammar–WritingConnection
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Name Common andProper Nouns
Lesson 11Underline the common nouns. Circle the proper nouns.
1. The ship traveled to Alaska.
2. Mr. and Mrs. Pearson were passengers.
3. The crew worked hard to maintain the ship.
4. Spencer and Isabelle played on the deck.
5. Michael went sailing on Lake Garfield.
6. The dishes slid off the tables during the storm.
Rewrite each sentence with correct capitalization and punctuation. Then underline the proper nouns.
7. Mr miller greeted the guests on the boat.
8. The boat docked at the marina in monterey, california.
9. We left the port at st augustine, florida, on monday.
10. mrs jenson gazed at the stars.
11. the name of the military ship was the intrepid.
12. my mother and I went rowing on cayuga lake.
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Name Singular andPlural Nouns
Lesson 12Circle the singular common nouns. Underline theplural nouns.
1. Carl is a biologist who studies inhabitants of the sea.
2. A person should be respectful of the habitats of other creatures.
3. One tidal pool can contain many plants and animals.
4. All living things must be able to adapt to a changing environment.
5. Jen read three books this month, but Louis read only one magazine.
6. The counselor lost his watch in a big wave.
7. Andrew complained about his wet sweater and socks.
Change the nouns in parentheses ( ) from singular to plural and rewritethe sentences.
8. The red (crab) can be found near the (dock).
9. My (friend) used (worm) as bait.
10. We conducted the (study) at Cobscook Bay.
11. The (boy) ate baked (potato) for lunch.
12. The (seagull) landed near the (bush).
Make a list of things you can find in your home. Write down and label three items that are singular and three items that are plural.
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Name Singular andPlural Nouns
Lesson 12Rewrite each sentence, using the correct pluralform of the noun in parentheses.
1. We displayed the seashells on the (shelf).
2. How many (foot) long was the fish you caught?
3. We ate the fish with forks and (knife).
4. Sailors lead interesting (life).
5. Sometimes rats and (mouse) come off the ships, too.
6. I saw (goose) flying by the shore.
7. How many (person) visit this beach each year?
Write the correct plural form of each singular common noun.
8. The child loves to swim.
9. The woman goes surfing.
10. The sheep needs to be sheared.
11. I saw a fox.
12. My tooth is hurting.
13. A deer walks into the woods.
14. The thief crept away quietly.
15. The loaf was stale.
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Name
Lesson 12Read this part of a student’s rough draft. Then answer the questions that follow.
(1) You may think the desert does not support life of any kind,
but that is far from true. (2) A deserts can be home to thousands of
different plants. (3) The harsh environment makes survival difficult,
but many plant have adapted. (4) Some plants have spiny leaf to
slow down evaporation. (5) The cactus is an example of this type
of plant. (6) It evolved this way to tolerate extreme heat and endure
long droughts.
1. Which sentence has no plurals?A Sentence 1B Sentence 2C Sentence 4D Sentence 6
2. Which is the correct plural for leaf (Sentence 4)?A leafsB leavesC leafesD leafies
3. Which sentence has a plural noun where a singular noun should be?A Sentence 1B Sentence 2C Sentence 3D Sentence 5
4. Which sentence has a singular noun where a plural noun should be?A Sentence 1B Sentence 2C Sentence 3D Sentence 5
5. Which is the correct pluralfor environment (Sentence 3)?A environmentB environmentsC environmentesD environmenties
6. Which is the correct plural for life (Sentence 1)?A lifeB lifesC liveD lives
Grammar–WritingConnection
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Name Singular andPlural Nouns
Lesson 12Write the singular form of the plural noun in each sentence.
1. We wore scarves to go out on deck.
2. We caught many fish on the last trip.
3. The spies hid in the submarine.
4. The sailor made knots along the length of the rope.
5. My father wore blue ties when he was in the Navy.
6. The crab pot had latches on its side.
7. The dolphin navigated by listening for echoes.
8. Were the knives kept in a safe place?
Replace all singular common nouns with plurals and rewrite the sentences.
9. The seagull ate Carl’s snack!
10. Be sure to wear rubber boots if you hike through the marsh.
11. The bus traveled daily to the harbor in Boston.
12. He clutched the starfish in his bare hand.
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Name Possessive Nouns
Lesson 13Circle the possessive nouns and underline the common nouns that tell what they possess.
1. Cindy stands on the boardwalk’s steps.
2. Greg’s boat is docked in New York City.
3. Have you seen the city’s marinas?
4. The harbor’s shipping office is closed.
5. Peter’s friend won the sailing competition.
6. Jan watches the cloud’s shape change.
7. The ocean’s waves pound the shore.
8. Gusts of wind fill the ship’s sail.
9. The girl’s hair blows in the wind.
10. Tonya’s scarf is in her bag.
Write the possessive noun in each sentence and label it as singular or plural.
11. The crew obeyed the captain’s orders.
12. The ropes’ ends were frayed.
13. After the storm, the water’s surface was still.
14. Peter put his duffel bag under the lifeboat’s seat.
15. Make sure that the cords’ knots are tied tightly.
16. The crew’s bunks were below deck.
17. All the cabins’ doors were locked.
18. The sailors’ friends waited for them to come ashore.
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Name Possessive Nouns
Lesson 13Write the correct form of the plural possessive nounin each sentence.
1. The (womans’/women’s) ferry ride lasted thirty minutes.
2. The ship’s cook sharpened the (knives’/knifes’) blades.
3. The captain explained that the cargo was (sheeps’/sheep’s) wool.
4. The (mens’/men’s) survival was an extraordinary event.
5. The (wive’s/wives’) plan to throw a welcome party was a success.
Write each sentence with the plural possessive form of the word in parentheses ( ).
6. The (child) trip was to a wildlife center near Boston.
7. In the rodent room, they saw the (mouse) cages.
8. They visited New England in fall, when the (leaf) colors changed.
9. A program was introduced to help gray (wolf) survival in New England.
10. Many (people) support helped the program grow.
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Name
Lesson 13Read this part of a student’s rough draft. Then answer the questions that follow.
(1) The men’s boat is ready to set sail. (2) The men will be
away at sea for many days. (3) Their families gather on the dock
to wave good-bye. (4) The men kiss their wives and accept their
children hugs. (5) One man’s family even brings the dog to say
good-bye! (6) The captain’s son sounds the boat’s horn, and the
men begin to board.
1. Which of the following hasno possessive nouns?A Sentence 1B Sentence 2C Sentence 5D Sentence 6
2. How should the underlined wordin Sentence 4 be written?A childrens’B children’sC childs’ D childrens’s
3. Which is a plural possessive noun?A men’s B familiesC wivesD man’s
4. Which BEST describes the underlined word in Sentence 6?A singular nounB singular possessive nounC plural nounD plural possessive noun
5. How many possessive nouns arein Sentence 6?A oneB twoC threeD none
6. Which is a singular possessive noun?A men’sB daysC captain’sD sounds
Grammar–WritingConnection
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Name Possessive Nouns
Lesson 13Circle the possessive nouns and label each as singular or plural.
1. This country’s history is very interesting.
2. After many days at sea, the settlers’ journey ended.
3. The people’s supplies did not last the entire winter.
4. The first colony’s population included many children.
5. Up until age eight, boys’ clothing was the same as girls’ clothing.
Rewrite the sentences. Replace the underlined words with a possessive noun and the word or words that tell what the noun possesses.
6. The streets of Boston were quiet.
7. Alisha visited the historical sites of the city.
8. I read about the lives of women during colonial times.
9. Rebecca thought the stars and stripes of the flag were a good design.
10. He answered the questions the children had about the Mayflower voyage.
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Name Pronouns andAntecedents
Lesson 14Circle the pronoun and underline the antecedent in each sentence.
1. My parents wanted me to show them my science test.
2. The test was upstairs, and I fetched it.
3. I studied with Bianca, and she explained the water cycle.
4. Angela said she knew about evaporation and condensation.
5. Jorge studied hard for the test, and he got an A.
6. Before she took the test, Claire was very nervous.
7. Jon let Cesar borrow his notes on precipitation.
8. Jon and Cesar studied until they felt confident.
9. After they took the test, the students had a party.
10. There were 30 students in the class, but only 25 of them went to the party.
Write the correct pronoun in each blank and label the pronoun as singular or plural. If the pronoun is singular, label it as masculine, feminine, or neuter.
11. Roger announced that wants to build a weather station.
12. Maria would like to help Roger, but schedule is too busy.
13. Evan and Rick watched clouds as part of weather project.
14. Sarah bought several thermometers and put in different places.
15. I checked the weather vane and saw that pointed east.
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Name Pronouns andAntecedents
Lesson 14Write the pronoun and its antecedent in the following sentences.
1. Joe wanted to be a meteorologist. He kept a weather journal.
pronoun: antecedent:
2. Did you hear the storm last night? It was so loud!
pronoun: antecedent:
3. Ms. Henshaw recorded the temperature. John helped her.
pronoun: antecedent:
4. I had trouble with Mr. Anderson’s lesson. Should I ask him for extra help?
pronoun: antecedent:
5. The Davidsons invited Leah to go sledding. They have an extra sled.
pronoun: antecedent:
6. The students saw frost on the ground. It soon melted away.
pronoun: antecedent:
7. I forgot to check the rain guage for Anna. She was not angry.
pronoun: antecedent:
8. Keith and Jenna gave Mia a book about weather. Mia thanked them.
pronoun: antecedent:
Circle the correct pronoun and underline the antecedent.
9. Brenda went outdoors. Would you like to leave (she/her) a message?
10. My neighbors moved to Alaska. (Their/They) like the snow.
11. At room temperature, ice melts gradually. (It/He) does not melt immediately.
12. Bret explained how water evaporates. (His/He) explanation really helped me!
13. May helped Charlie make a barometer. (It/He) was thankful for the favor.
14. Beth fell on the ice. (Her/Their) arm was sprained, but (him/she) is all right.
15. The boys have left for the lake. If you hurry, you can catch (him/them).
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Name
Lesson 14
1. Which sentence uses a pronoun incorrectly?A Sentence 2B Sentence 3C Sentence 4D Sentence 5
2. Which pronoun would be an appropriate replacement for the underlined words in Sentence 4?A herB themC itD him
3. Which is the antecedent of the pronoun it in Sentence 2? A global warmingB greenhouseC effectD global
4. Which is the antecedent for they in Sentence 5?A global warmingB Earth’s atmosphereC the greenhouse effectD pollutants
5. Which sentence has no pronoun?A Sentence 1B Sentence 2C Sentence 3D Sentence 5
6. Which would be the correct pronoun in Sentence 3? A theyB heC itD she
(1) Global warming has become a popular topic among scientists in
recent years. (2) Because global warming acts to “put Earth in a greenhouse,”
it is also called the greenhouse effect. (3) Sunlight enters the atmosphere and
then she warms Earth’s surface. (4) Pollutants in the air prevent the heat from
leaving, trapping the heat in Earth’s atmosphere. (5) These pollutants must be
controlled because they will cause serious problems if Earth gets too hot.
Read this part of the student’s rough draft. Then answer the questions that follow.
Grammar–WritingConnection
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Name Pronouns andAntecedents
Lesson 14Circle the antecedent for each underlined pronoun. Write whether the word is singular or plural.
1. I can’t use my bathtub. Water won’t go down its drain.
2. I telephoned my brothers to ask for help, but they were busy.
3. Dinah offered me her tools, but they didn’t work.
4. The plumber said he can come in the morning.
5. Until then, Gina said, I can use the bathtub in her house.
6. I asked my landlord if she would pay for the repairs.
7. Our lease says that she is responsible. It is in the filing cabinet.
Rewrite the sentences, replacing underlined words with pronouns.
8. Every winter, my friends call me when my friends know the lake is frozen.
9. Jason said that Jason would go ice-skating, and I want to go with Jason.
10. I am meeting Sarah at the lake. Sarah will help me practice skating.
11. Jenna left Jenna’s skates at Jenna’s friend’s house.
12. Whenever my mother goes ice-skating, my mother has a good time.
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Name
Lesson 15
(1) I went traveling with my Family over summer vacation. (2) We
drove to canada to see the moose. (3) We stopped at niagara Falls and
rode a boat called the Maid of the Mist. (4) The spray from the falls
soaked my pants, but my brother theo had an extra pair for me. (5) The
souvenirs we bought had maple leaf on them, because there is a maple
leaf on Canada’s flag.
1. Which sentence incorrectly spells a common noun with a capital letter?A Sentence 1B Sentence 2C Sentence 3D Sentence 4
2. Which is the correct spelling of the underlined word in Sentence 2?A moosiesB miceC moosesD correct as is
3. Which word in Sentence 4 should begin with a capital letter?A sprayB pantsC theoD extra
4. Which is an incorrectly capitalized proper noun in Sentence 3?A stoppedB niagara FallsC boatD Maid of the Mist
5. Which word in Sentence 2 should be written with a capital letter?A drove B seeC canadaD moose
6. Which is the correct plural of the underlined word in Sentence 5?A leafsB leafesC leavesD leavs
Read this part of a student’s rough draft. Then answer the questions that follow.
Grammar–Writing Connection
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Name
Lesson 15Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Jason was a hero in Greek mythology, and he sailed a ship
called the Argo. (2) The Argos crew members were known as the
Argonauts. (3) The Argonauts had many adventures with Jason.
(4) One of the missions of the Argonauts was to sail through the
Clashing Islands. (5) These two giant cliffs closed in on anything that
traveled between . (6) Jason’s ship was the first one to
pass through the cliffs safely.
1. Which is the antecedent for the pronoun in Sentence 1?A Jason B Greek mythologyC shipD Argo
2. Which is the correct punctuation for the underlined words in Sentence 2?A The Argos crew member’sB The Argos crew members’C The Argo’s crew membersD The Argos’ crew members
3. Which pronoun can be used to replace the underlined words in Sentence 3?A TheyB ItC SheD Its
4. Which is the correct possessive phrase for the underlined words in Sentence 4?A mission’s ArgonautsB missions’ ArgonautsC Argonaut’s missionsD Argonauts’ missions
5. Which pronoun should go in the blank in Sentence 5?A theyB themC herD he
6. Which word in Sentence 6 is a possessive noun?A Jason’sB shipC oneD cliffs
Grammar–Writing Connection
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Name Subjective andObjective Case
Pronouns
Lesson 16Write the pronoun that could replace the underlinedword or words.
1. Brett writes in his journal every day.
2. His new journal is a gift from his older brother.
3. Brett says writing is both fun and rewarding.
4. Brett’s mother encourages Brett to write stories and poems.
5. Brett reads three poems aloud to Lee, Clark, and Gary.
6. The poems were published in the school newspaper.
7. Gary tells Brett that the poems are good.
8. The boys ask Brett’s mother to join their writing group.
9. Then Brett’s mother shows her writing prize to the boys.
10. The boys are speechless with surprise!
Circle the subjective case pronouns. Underline the objective case pronouns.
11. I often write newspaper articles with him.
12. Ana gave that assignment to us.
12. She travels to the office with Luis and me.
13. You can ask her for a raise next year.
14. Luis and I have a good time researching stories.
15. It is such an exciting job.
16. We work hard at it all year long!
17. Maybe he will show the photographs to you.
18. They are interesting, and some are funny, too.
19. A man makes a silly face in one of them.
20. He always knows which picture to give me for a story!
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Name Subjective andObjective Case
Pronouns
Lesson 16Complete each sentence, using either the pronoun I or thepronoun me.
1. My friend and wanted to visit the library.
2. My mother drove Nikki and to the bus stop.
3. She gave Nikki and tokens for the bus fare.
4. Nikki and liked the young-adult section best.
5. Next month, Nikki and plan to volunteer at the library.
If the sentence is correct, write correct. If it is not, rewrite it correctly.
6. Me and Jennifer read comic books.
7. She and I visited the offices of DC Comics, in New York City.
8. Learning about comics is fun for Jennifer and me.
9. Grandma gave some of her old comics to me and Jennifer.
10. Me and Lisa like to write and illustrate stories.
11. I and Lisa showed her our drawings.
12. Will you buy a comic book made by Lisa and me?
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Name
Lesson 16Read this part of a student’s rough draft. Then answer the questions that follow.
(1) One day, I and my little sister decided to paint some pictures. (2) I found
some paper and paints for Missy and me. (3) Missy and I were having fun until she
started acting silly by painting her face. (4) I knew that she and me would get into
trouble if Mom found a mess. (5) I usually get scolded when there is trouble with
me and Missy. (6) I got her to help me clean up the mess, and we were reading a
book when Mom got home.
1. In which sentence are pronouns put in the wrong order?A Sentence 1B Sentence 2C Sentence 3D Sentence 4
2. In which two sentences is the pronoun me put in the wrong order?A Sentence 2 and 4 B Sentences 2 and 5C Sentences 4 and 5D Sentences 4 and 6
3. Which is an objective case pronoun?A I (Sentence 1)B me (Sentence 2)C she (Sentence 4)D we (Sentence 6)
4. How should the underlined words in Sentence 3 be written?A I and MissyB Missy and meC Me and MissyD They are correct.
5. Which is a subjective case pronoun that could replace the underlined words in Sentence 4?A itB weC theyD us
6. How should the underlined words in Sentence 5 be written?A me and herB Missy and meC Missy and ID They are correct.
Grammar–Writing Connection
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Name Subjective andObjective Case
Pronouns
Lesson 16Fill in the blank in each sentence with a pronoun.
1. Mom, Dad, and will visit the home of Laura Ingalls Wilder.
2. The museum director has arranged a special tour for Mom, Dad, and .
3. “Dad and will pack the car,” I said.
4. We are taking some of Wilder’s books with .
5. plan to have a week of fun.
Write a sentence using each pronoun below. Then write whether the pronoun is used in the subjective or objective case.
6. we
7. it
8. him
9. you
10. me
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Name Possessive
and Refl exiveCase Pronouns
Lesson 17Circle the correct possessive pronoun to completeeach sentence.
1. My cousin likes to tell stories about (her , hers) friends and neighbors.
2. She entertains (our , ours) family with the tales.
3. (My , Mine) town has a storytelling competition each summer.
4. Be sure to practice telling (your , ours) story before the competition.
5. The children tell (their , theirs) stories.
6. Jean’s story was the best in (mine, its) category.
7. The grand prize is (her, hers).
8. The Blue Team won (its, theirs) first competition this year.
9. This trophy is (my, mine).
10. (Ours, Its) letters spell the word “Champion.”
Rewrite each sentence. Complete it with a correct possessive pronoun.
11. Which seats are ?
12. I think seats are in the fourth row.
13. That seat is .
14. The actors exit the stage on right.
15. I can’t believe they are performing play!
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Name Possessive
and Refl exiveCase Pronouns
Lesson 17Circle the reflexive pronoun in each sentence. Underlinethe word to which the pronoun refers.
1. “I will teach myself how to write,” said David.
2. David promised himself that he would become a famous writer some day.
3. Kahlen said to David, “We must tell ourselves to stay focused.”
4. They worked hard and taught themselves how to write well.
5. You can help yourself by taking a writing class.
6. I took that class and enjoyed myself very much.
7. Rose promised herself that she would sign up for the course.
Rewrite each sentence. Use a correct reflexive pronoun to replace the underlined word or words.
8. Jana and Lori persuaded Jana and Lori to see the play.
9. Sonja must get Sonja ready, or she will miss her cue.
10. I will find a ride to the theater for me.
11. We found us lost in an unfamiliar part of the city.
12. Mark introduced Mark to the actors.
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Name
Lesson 17Read this part of a student’s rough draft. Then answer the questions below.
(1) Our small town is peaceful, quiet, and boring. (2) I convinced myself
that nothing exciting would ever happen here. (3) One day, my friends and I were
enjoying ourselves playing baseball when we heard shouting. (4) People were
talking among and pointing at the sky. (5) We arrived in time to
watch two men land their hot-air balloon in the town square. (6) " e pilot said he
had dropped into town to buy a cool drink.
1. Which sentence has a possessive pronoun?A Sentence 1B Sentence 2C Sentence 4D Sentence 6
2. Which sentence has a possessive pronoun and a reflexive pronoun?A Sentence 1B Sentence 3C Sentence 4D Sentence 6
3. Which is the reflexive pronoun in Sentence 3?A myB IC ourselvesD we
4. Which reflexive pronoun could fill in the blank in Sentence 4?A yourselvesB itselfC themselvesD herself
5. Which is a possessive pronoun?A myself (Sentence 2) B I (Sentence 3)C their (Sentence 5) D he (Sentence 6)
6. Which reflexive pronoun could fill in the blank in Sentence 6?A itselfB myselfC yourselvesD himself
Grammar–WritingConnection
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Name Possessive
and Refl exiveCase Pronouns
Lesson 17Circle the correct pronoun in each sentence.
1. The students will perform a play on ( theirs , their ) assembly day.
2. Margo has convinced ( yourselves , herself ) that she should audition for the lead.
3. ( Your , Yours ) lines are underlined.
4. Please return ( my , mine ) script after you read it.
5. The scene she is reading is ( her , hers ) favorite.
6. The stage needs to have ( its , their ) boards replaced.
7. Chris, you need to read your lines by ( yourself , yours ).
8. The students asked ( themselves , their ) if anyone would come.
9. We need to get ( us , ourselves ) to the auditorium for the play.
10. On opening night, my father drove ( ourselves , himself ) to the school.
Use each pronoun correctly in a sentence.
11. your
12. themselves
13. yourself
14. its
15. hers
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Name Adjectives andArticles
Lesson 18Write whether each underlined adjective is an article or whether it tells what kind, how many, or which one.
1. Laurie’s prize calf was kept in the livestock tent.
2. She was the first person in her family to win.
3. Her mom invited Laurie’s two cousins to celebrate with Laurie.
4. The red door opened, and someone shouted, “Surprise!”
5. Laurie was delighted to see her two Russian cousins!
6. Laurie had many things to be happy about today.
7. She asked her mom how she kept her cousins’ visit a secret.
8. “Your helpful friends planned the surprise with me,” she said.
Write the correct form of the adjective for each sentence.
9. Of all the farm animals, a rabbit is the (fun) to own.
10. Of the two rabbits I have, Bouncer is the (playful) one.
11. She has the (pretty) eyes I have ever seen!
12. On the (hot) days of summer, I give her lots of water.
13. Bouncer hops (fast) than Bertie hops.
14. Bouncer is also the (hungry) rabbit.
15. The (funny) thing of all is that even my dog Sam likes Bouncer!
Write a short paragraph about two pets you know or have read about. Use the correct forms of adjectives to compare the two pets.
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Name Adjectives andArticles
Lesson 18Circle each adjective used to compare. Then underline thebasic form of the adjective.
1. Zach felt that he was a better bass player than singer.
good bad
2. His mother said his bass playing sounded worse than a broken record.
good bad
3. She thought he was the worst bass player in the world!
good bad
4. However, she thought he was the best singer in the whole school.
good bad
Rewrite each sentence, using the correct form of the adjective in parentheses ( ).
5. Between science and language arts, I am (good) in science.
6. Among my other four subjects, I am (good) in math.
7. Of all my classes, I received my (bad) grade in gym.
8. I have (bad) swimming skills than my friend Karl.
9. I hope to get (good) grades next year than I did this year.
10. Ebony has the (good) artistic skills in the whole fifth grade.
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Name
Lesson 18Read this part of a student’s rough draft. Then answer the questions below.
(1) For about two minutes, I thought I was a more better skier than my friend
Rose. (2) I was skiing down the most scary bunny slope in the world, and suddenly
I was out of control. (3) Th e taller instructor was yelling at me to sit down. (4) I was
the most afraid I had ever been in my life! (5) I skied right through a parking lot
and into a fl ock of Canada geese. (6) It was the worst day of our vacation.
1. How should the underlined words in Sentence 1 be written?A more goodB betterC most bestD Make no change.
2. How should the underlined words in Sentence 2 be written? A more scaryB scarierC scariestD Make no change.
3. Which sentence has an adjective that is a correct two-word phrase?A Sentence 1B Sentence 2C Sentence 3D Sentence 4
4. Which describes the word tallerin Sentence 3?A basic adjectiveB comparative adjectiveC superlative adjectiveD article
5. Which sentence contains an adjective that tells HOW MANY? A Sentence 1B Sentence 2C Sentence 4D Sentence 6
6. Which describes the word worstin Sentence 6?A basic adjectiveB comparative adjectiveC superlative adjectiveD article
Grammar–WritingConnection
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Name Adjectives andArticles
Lesson 18Rewrite each underlined adjective. Then write whether it isan article or whether it tells which one, what kind, or how many.
1. The big book fair starts next week at Ring Middle School.
2. Each student will get one free book with the money raised.
3. We will donate to the local library all the books that are not sold.
4. On the third weekend of March, many students will help out.
5. Few students at the school are not involved.
Circle the correct form of the adjective.
6. You are the ( most funniest , funniest ) person I know!
7. Of all my friends, you tell the ( better , best ) jokes.
8. Between you and your sister, you are the ( cleverer , cleverest ) comedian.
9. If you have a day that is ( worse , worser ) than mine, I’ll make you laugh, too!
10. Today is the ( greater , greatest ) day of my life.
11. We told my sister the ( more hilarious , most hilarious ) joke of all.
12. I have never seen her ( happy , happier ) than she was today.
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Name Main andHelping Verbs
Lesson 19Underline the verb in each sentence.
1. Thomas Edison’s mother teaches him at home.
2. He reads many books about inventions.
3. He learns about science.
4. Thomas Edison works in his laboratory.
5. He experiments with telephones.
6. Edison invents many things.
7. A phonograph plays recorded sound.
8. My family plans a trip.
9. We visit the Edison home in New Jersey.
10. Many articles and books praise the inventor.
Rewrite each sentence, using a main verb to complete each one.
11. Dee in her garage.
12. She and I the plans for the new toy.
13. Jamie us with the design.
14. Dee’s dad to us from the house.
15. The local newspaper us about our invention.
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Name Main andHelping Verbs
Lesson 19Underline the verb phrase. Then circle the helping verb.
1. Lisa and Terrence have entered a project in the science fair.
2. Carla has participated this year as well.
3. I could not help her with her project.
4. David should write about the science fair.
5. What did you think about Carla’s work?
6. Keira did not enjoy her presentation.
7. The judges will score the projects.
8. Lisa was talking to Terrence about their invention.
9. Lisa is thinking about her next project.
10. Terrence can work on it with her.
Rewrite each sentence, using a helping verb to complete each one.
11. Thomas Edison known as an inventor.
12. He created more than one thousand inventions.
13. Shane not convinced that the phonograph is the best invention.
14. I not tell you the subject of my science report.
15. Willa write about Thomas Edison.
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Name
Lesson 19Read this part of a student’s rough draft. Then answer the questions below.
(1) � e young boy risen long before the sun. (2) He
not sleep longer. (3) His mind was churning with ideas. (4) He of a
new invention. (5) Minutes ago, the boy were sleeping soundly in his bed. (6) But
now he on his experiments through the rest of the night.
1. Which helping verb completes the verb phrase in Sentence 1?A hadB have C wouldD did
2. Which helping verb completes the verb phrase in Sentence 2? A isB could C have D has
3. How should the underlined helping verb in Sentence 3 be written? A wereB didC wouldD correct as is
4. Which verb phrase completes Sentence 4? A did thoughtB are thinkingC had thoughtD were thinking
5. How should the underlined verb phrase in Sentence 5 be written?A is sleepingB was sleepingC are sleepingD correct as is
6. Which verb phrase best completes Sentence 6?A will be workingB are workingC were workingD have worked
Grammar–WritingConnection
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Name Main andHelping Verbs
Lesson 19Circle the main verb in each sentence. Underline thehelping verb or verbs.
1. None of the players has missed a single class.
2. Derek will probably get the prize for best science project.
3. Ben is winning the Most Improved certificate this year.
4. Our class has placed first in the science trivia competition.
5. The principal will distribute the awards at the school banquet.
6. We would have liked a larger audience for our play about Thomas Edison.
7. Next month the teacher will have auditions for the next play.
8. She would like that as many students as possible take part.
Fill in the blank to complete each sentence. Include a verb phrase.
9. The laboratory repairs .
10. The inventor for volunteers.
11. Six workers to help with the new work.
12. There many opportunities to share your ideas.
13. I the team for this project.
14. Kara to make her experiment work.
16. Gloria about inventing something also.
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Name
Lesson 20Read this part of a student’s rough draft. Then answer the questions that follow.
(1) I clean my room each week. (2) Today I ask how I can get
the chore done more quickly. (3) I decide to invent a room-cleaning machine!
(4) I think that machine will be very successful. (5) I ask my friends
if will help me with this plan. (6) We talk among ourselves about
how exciting this is!
1. Which pronoun completes Sentence 2?A yourselvesB myselfC yourselfD me
2. Which is a subjective case pronoun?A I (Sentence 1)B the (Sentence 2)C my (Sentence 5)D ourselves (Sentence 6)
3. Which kind of pronoun is We in Sentence 6?A subjectiveB objectiveC possessiveD reflexive
4. Which pronoun completes Sentence 4?A himB theirsC myD mine
5. Which pronoun completes Sentence 5?A theyB theirC themselvesD your
6. Which kind of pronoun isourselves in Sentence 6?A subjectiveB objectiveC possessiveD reflexive
Grammar–WritingConnection
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Name
Lesson 20
Grammar–WritingConnection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Peter pulled the sleeping bag tightly around his shoulders. (2) � is was the
miserable night of Peter’s life. (3) Jeremy and Brad shivering just as he
was. (4) � e wind was slapping the loose tent fl ap back and forth. (5) Someone should
invent a heated sleeping bag, thought Jeremy. (6) Eventually, the three campers fell
asleep, and Peter dreamed that he invented the sleeping bag ever!
1. Which helping verb completes Sentence 3?A isB wasC wereD will
2. Which describes the word loose in Sentence 4?A It is an adjective.B It is a pronoun.C It is the main verb.D It is a helping verb.
3. How should the underlined adjective in Sentence 2 be written?A more miserableB most miserableC less miserableD correct as is
4. Which does the adjective three in Sentence 6 tell?A which one of the campersB what kind of campersC how many campersD the actions of the campers
5. Which adjective completes Sentence 6?A goodB betterC most goodD best
6. Which describes the underlined words in Sentence 5?A They make up a verb phrase.B They are both main verbs.C They are both helping verbs.D They are adjectives.
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Name Action and Linking Verbs
Lesson 21Underline each verb. Then identify it as action or linking.
1. Ronnie is the best gardener in the neighborhood.
2. He comes to the community garden every week.
3. After school, Gia rides her bike to the community center.
4. She plants flowers by the fence.
5. Ronnie and Gia observe their progress.
6. When is the open house?
7. The garden looks beautiful!
8. Ronnie feels tired at the end of a long day.
9. Gia makes pizza and salad.
10. They eat outside among the plants.
Complete each sentence with the kind of verb shown in parentheses ( ).
11. We the talent show on Saturday. (action)
12. The teaching staff the contest. (action)
13. I nervous about my performance. (linking)
14. All of my neighbors in the audience! (linking)
15. We a lot of money to give to the school library. (action)
Write six sentences about your day. Use three linking verbs and three action verbs.
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Name Action and Linking Verbs
Lesson 21Rewrite each underlined word and identify it as an action verb, a linking verb, or a direct object.
1. Carla read a book to learn about sea turtles.
2. She taught the group about turtles.
3. The information was very valuable.
4. The people decided they would take action.
5. The community developed a plan.
6. Write your name on the sign-up sheet if you want to help.
7. We felt good after our long meeting.
Write whether the verb in each sentence is action or linking. Underline the direct object if there is one.
8. Charles distributes pamphlets for the World Wildlife Fund.
9. He is enthusiastic about their work.
10. Jan appears interested in the information.
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Name
Lesson 21
1. Which describes the underlined words in Sentence 1?A linking verb and direct objectB action verb and direct objectC linking verb and subjectD action verb and subject
2. Which is an action verb that could complete Sentence 2? A meetB areC becomeD gathers
3. Which sentences have both action verbs and direct objects?A Sentences 1 and 3B Sentences 1 and 4C Sentences 3 and 4D Sentences 4 and 5
4. Which sentences have linking verbs? A Sentences 1 and 3B Sentences 3 and 4C Sentences 3 and 5D Sentences 4 and 5
5. Which sentence has two action verbs?A Sentence 3B Sentence 4 C Sentence 5D Sentence 6
6. Which is a linking verb?A has (Sentence 1)B has turned (Sentence 4)C is (Sentence 5)D share (Sentence 6)
(1) The Garden Club has a meeting every year on May 1st. (2) The members
at Benji’s Restaurant to plan the garden. (3) Their garden was once an
abandoned lot. (4) The club has turned the lot into a green oasis. (5) The garden is
a popular meeting place during the growing season. (6) Members share some of the
harvested vegetables and take the rest of them to a local homeless shelter.
Read this part of a student’s rough draft. Then answer the questions below.
Grammar–Writing Connection
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Name Action and Linking Verbs
Lesson 21Draw one line under each action verb and two lines under each linking verb. Draw a circle around the direct object if there is one.
1. I wrote emails to my friend in New England.
2. She became important to me this year.
3. Dora has a house on the ocean.
4. She sent photographs of sea turtles to me.
5. They looked amazing.
6. I am surprised at their size.
7. Sea turtles lay eggs in the sand.
8. The turtles need a safe beach.
9. Are you certain of that?
10. We became interested in conservation.
11. We felt excited.
Write two sentences that have action verbs and two sentences that have linking verbs. Underline the verbs and write action or linking to describe each one.
12.
13.
14.
15.
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Name Present Tense;Subject-Verb Agreement
Lesson 22Write the correct present-tense form of the verb in parentheses ( ).
1. Marie and Sal (come) to the car wash to help.
2. Donna (carry) water and soap over to the car.
3. Gordon (place) his sponge in the bucket.
4. Wilma (wash) the tires.
5. Clare (fill) the bucket with water again.
6. The man in the blue car (drive) onto the lot.
7. The car’s engine (purr) like a kitten.
8. He (watch) the kids working.
9. More cars (wait) in line.
10. The children (make) money for their project.
Rewrite each sentence, correcting each present-tense verb to agree with its subject.
11. The kids listens to John’s ideas for raising money.
12. He want to have a bake sale.
13. Greg and Paul decides they will bake muffins.
14. Tamika greet everyone with a smile.
15. She thank them for giving money to their school.
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Name Present Tense;Subject-Verb Agreement
Lesson 22Rewrite each sentence. Choose the correct verb in parentheses ( ) to complete each one.
1. Jesse (lies, lays) down to take a nap.
2. Please (sit, set) in your assigned seat.
3. (Lie, Lay) the blanket on the bed.
4. The hot air balloons (rise, raise) into the air.
5. Please (rise, raise) your hand if you need assistance.
6. Paul (sits, sets) his books on the floor.
Choose a verb from the box to complete each sentence. Use each verb only once. Write it in present tense, and make sure it agrees with the subject.
7. Uncle Greg in the passenger seat of the van.
8. The volunteers the heavy boxes above their heads.
9. My mother is tired and on the sofa.
10. your bags over there.
11. We the baby in the crib.
12. Our kites catch the breeze and up above the trees.
lie lay sit set rise raise
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Name
Lesson 22
1. Which present-tense verb could complete Sentence 1?A laysB layC liesD lie
2. Which present-tense verb could complete Sentence 2?A sitsB sitC setsD set
3. Which is the present-tense form of the underlined verb in Sentence 3 that agrees with the subject?A choosesB choseC chooseD will choose
4. Which is a present-tense verb that could complete Sentence 5?A startB startedC startsD will start
5. In which sentence is there correct agreement of subject and verb?A Sentence 1B Sentence 3C Sentence 4D Sentence 6
6. How should the verbs in Sentence 4 be written?A measures and markB measure and markC measure and marksD measures and marks
(1) Darrell his jacket on the bench. (2) Lisa
her tool bag near the door. (3) Fred choose a piece of wood
that is on the floor. (4) Connie measure and mark the wood. (5) Then Cole
the power saw. (6) They cut wood to build a lemonade stand.
Read this part of a student’s rough draft. Then answer the questions below.
Grammar–Writing Connection
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Name Present Tense;Subject-Verb Agreement
Lesson 22Circle the correct form of the verb in parentheses ( ) to complete each sentence.
1. The balloons ( rise , raise) in the air.
2. The party (celebrate, celebrates ) the opening of a new building.
3. Can you ( raise , rise) the flag?
4. Our club (present, presents ) the money to the director of the hospital.
5. The doctors and hospital staff ( sit , set) in the first row.
6. Several kids ( lie , lay) on the grass.
7. Other children ( play , plays) nearby.
8. The director ( thanks , thank) the community for its contribution.
9. I ( set , sit) the microphone down on the podium.
10. I ( lie , lay) down on the grass, too.
Rewrite each sentence correctly. Replace the incorrect verbs.
11. Jeff lays on the sofa and fall asleep.
12. Katie and Jim lie their books on the counter.
13. Paul sits his camera on the shelf.
14. Mia and Kyle watches the sun raising.
15. I cannot rises my sore arm very high.
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Name Past and Future Tenses
Lesson 23Rewrite each sentence. Change the verbs from the present tense to the past tense.
1. We move from Mexico to California.
2. I pack my belongings and load them on the train.
3. There is a whistle, and the train starts moving.
4. My mother and father seem happy and excited.
5. My sister sits next to me and rests her head on my shoulder.
Write a sentence using each verb in the box. Use each verb in its future tense.
6.
7.
8.
9.
10.
11.
12.
visit fly care entertain play be drive
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Name Past and Future Tenses
Lesson 23Fill in the missing form of each verb.
Write a correct form of the given verb to complete each sentence. Then label eachverb used as present tense, past tense, or future tense.
6. Hugo’s cat away. (run)
7. Andrea a picture of the cat on a poster. (paint)
8. Thalia a flyer to the post office. (take)
9. She it on the community board. (post)
10. After school, Hugo for his pet. (look)
11. His friends him search. (help)
12. Steve his bicycle across town. (ride)
13. Duane all the neighbors. (call)
14. Marcella the paper for notices. (read)
15. Late at night, the phone . (ring)
16. Mrs. Lopez the call. (answer)
17. Gina the cat in the schoolyard. (see)
18. The children and shout with joy. (jump)
Verb Present Tense Past Tense Future Tense
1. see see
2. climb climbed
3. appear appeared
4. hurry will hurry
5. trip trip
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Name
Lesson 23
1. Which is a past-tense verb that could complete Sentence 1?A fallB fallsC fellD will fall
2. How should the underlined verb in Sentence 2 be written?A increaseB increasesC increasedD will increase
3. Which sentence correctly uses two past-tense verbs?A Sentence 1B Sentence 3C Sentence 4D Sentence 5
4. Which sentence correctly uses a verb in the future tense?A Sentence 2B Sentence 3C Sentence 4D Sentence 5
5. Which sentence incorrectly uses a verb in the future tense?A Sentence 2 B Sentence 3C Sentence 4D Sentence 5
6. Which is the future-tense form of the verb shriek?A shriekB shrieksC shriekedD will shriek
(1) The snow for many hours yesterday. (2) Around
midnight last night, the wind increase in speed. (3) It howled and shrieked
outside the house. (4) Earlier this morning, the wind will whip the snow into
drifts against the walls and doors. (5) My dad will drive us to school in the
truck today.
Read this part of a student’s rough draft. Then answer the questions below.
Grammar–Writing Connection
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Name Past and Future Tenses
Lesson 23Rewrite each sentence. Change each verb to its past-tense form.
1. Jayla will take her kitten to the veterinarian on Saturday.
2. Mr. Vargas smiles at her when she walks past his house.
3. The doctor weighs the cat and checks her for fleas.
4. She announces that the cat’s health is excellent.
5. Jayla will give the kitten a treat after the examination.
Underline the verb in each sentence. Then label each verb as present tense, past tense, or future tense.
6. Molly lives in the city of Los Angeles.
7. Molly and Kim planned a day trip to a hiking trail.
8. They will ask Milo, too.
9. He will arrive after lunch.
10. The trail needs bettter markers.
11. The heat made them tired.
12. They lose interest in the hiking trail.
13. The friends will ride bikes to the beach instead.
14. Molly, Kim, and Milo swim in the cool ocean water.
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Name Perfect Tenses
Lesson 24Underline each verb phrase. Circle the main verb. Then label each verb as present perfect or past perfect.
1. The entire student body has assembled in the auditorium.
2. Mrs. Smith had purchased a flower for each of her children.
3. Kristen had never seen so many colorful flowers.
4. The students have visited every house on the street.
5. They have collected 300 cans of food for the shelter.
6. The students had exceeded their goal.
Write a sentence using each verb in the tense shown in parentheses ( ).
7. keep (present perfect)
8. escape (past perfect)
9. leave (past perfect)
10. fly (past perfect)
11. lay (present perfect)
12. observe (past perfect)
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Name Perfect Tenses
Lesson 24Write the future-perfect form of each verb.
1. learn
2. speak
3. write
4. sell
5. lift
6. be
7. tell
8. pour
Write sentences using the future-perfect tense of the verbs below. Use each verb only once.
finish build read grow
9.
10.
11.
12.
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Name
Lesson 24
1. Which is the verb phrase in Sentence 1?A hasB wanted to rideC has wantedD to ride
2. Which verb form should replace the underlined word in Sentence 2?A achievesB achievingC achievedD to achieve
3. Which form of the verb dream is used in Sentence 4?A past-perfect tenseB future-perfect tenseC present-perfect tenseD past-tense
4. Which sentence correctly uses a verb in the present tense?A Sentence 3B Sentence 4C Sentence 5D Sentence 6
5. Which form of the verb arrive is used in Sentence 3?A present-perfect tenseB past-perfect tenseC future-perfect tenseD present tense
6. Which form of the verb take is used in Sentence 6?A past-perfect tenseB future-perfect tenseC present-perfect tenseD past tense
(1) Lucas has wanted to ride the Super Coaster for as long as he can remember.
(2) He will have achieve his goal after today’s trip to Mega Park. (3) “The day has finally
arrived!” he thought. (4) He had dreamed of riding on Super Coaster many times.
(5) Finally, Lucas approaches the ride with a mixture of fear and excitement. (6) In a
matter of minutes, he will have taken the ride of his lifetime.
Read this part of a student’s rough draft. Then answer the questions below.
Grammar–WritingConnection
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Name Perfect Tenses
Lesson 24Underline the verb phrase in each sentence. Then identify the tense of each one as present perfect, past perfect, or future perfect. 1. The class has gone on a field trip to the science museum.
2. When they return, they will have learned about city habitats.
3. Jenny had decided to write her science paper on birds that live in cities.
4. The library will have closed long before she arrives.
5. Who has borrowed my science book?
6. Yvonne had said Jenny could use her book.
Write a sentence using each verb. Use the verb tense shown in parentheses ( ).
7. draw (present perfect)
8. choose (past perfect)
9. paint (future perfect)
10. help (present perfect)
11. make (past perfect)
12. improve (present perfect)
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Name Grammar–Writing Connection
Lesson 25
1. Which sentence has an action verb that does NOT agree with its singular subject?A Sentence 1B Sentence 3C Sentence 4D Sentence 5
2. Which is a linking verb in Sentence 3?A isB asC startsD drives
3. Which verb could complete Sentence 2?A setsB setC sitsD sit
4. Which sentence has an action verb that does NOT agree with its plural subject?A Sentence 1B Sentence 3C Sentence 4D Sentence 5
5. Which verb could complete Sentence 6?A raisesB raiseC risesD rise
6. Which sentence has a linking verb that does NOT agree with its subject?A Sentence 1B Sentence 3C Sentence 4D Sentence 5
(1) It is the day of the big charity soccer match, and Jenna feel nervous. (2) She
on her bed and pulls on her new soccer shoes. (3) Jenna’s mom is excited
as she starts the car and drives Jenna to the match. (4) Jenna play her best soccer ever
during today’s match! (5) All of her friends cheers her on. (6) After the match, she
the trophy high above her head!
Read this part of a student’s rough draft. Then answer the questions below.
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Name
Lesson 25
(1) Ms. Luiz will have given the order to start digging. (2) She had asked everyone
to join in the hard work. (3) “I told the mayor that we had completed this garden by
5:00 P.M. today!” said Ms. Luiz. (4) “Julio, what had you done with your shovel?” she
asked. (5) After many hours, the crew of workers finished all of the planting and
watering. (6) By the time she leaves, Ms. Luiz will have thanked every volunteer.
1. Which verb form should replace the underlined words in Sentence 1?A have givenB had givenC givingD give
2. Which form of the verb ask is used in Sentence 2?A past-perfect tenseB present-perfect tenseC present tenseD future tense
3. In Sentence 3, how could the verb complete be changed to present-perfect tense?A completeB will have completedC had completedD have completed
4. Which verb form should replace the underlined words in Sentence 4?A have doneB were doneC are doneD correct as is
5. Which sentence correctly uses verbs in the past tense?A Sentence 1B Sentence 3C Sentence 5D Sentence 6
6. Which is the verb tense of the underlined verb phrase in Sentence 6?A present-perfect tenseB future-perfect tenseC past-perfect tenseD future tense
Read this part of a student’s rough draft. Then answer the questions below.
Grammar–Writing Connection
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Name Irregular Verbs
Lesson 26Rewrite each sentence with the past-tense form of the verb in parentheses ( ).
1. Lewis and Clark (begin) their journey.
2. The party of explorers (go) very far.
3. They (find) a route to the west coast.
4. The Native Americans (speak) to the explorers.
5. Lewis and Clark (keep) a journal of their travels.
6. They (spend) time making maps, too.
Use the past-tense form of a word in the box to complete each sentence.
swim come know run
7. Lewis and Clark they had a long way to go.
8. The explorers along the riverbank.
9. The horses across the river to the other side.
10. Eventually, the expedition to an end.
Write sentences, using the past-tense forms of these irregular verbs: lie, lay, sit, and fly.
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Name Irregular Verbs
Lesson 261.–10. Complete the chart with the principal parts of each verb.
Infinitive Present Participle Past Tense Past Participle
to throw (is, was) throwing (have, has, had) thrown
to bring (is, was) brought (have, has, had)
to eat (is, was) eating (have, has, had)
to shake (is, was) shook (have, has, had) shaken
to take (is, was) (have, has, had) taken
to forget (is, was) forgetting (have, has, had)
Complete each sentence, using the verb and verb form shown in parentheses ( ).
11. (buy, past tense)
President Jefferson territory from France.
12. (want, past participle)
He to have the area explored.
13. (give, past tense)
He the job to Lewis and Clark.
14. (tell, past participle)
Jefferson them to find a routethrough the Rocky Mountains.
15. (study, present participle)
The men the wildlife.
16. (make, past tense)
They a map of the Missouri River.
17. (buy, past participle)
They four canoes from Native Americans.
18. (flow, present participle)
The water of the river north.
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Name Grammar–Writing Connection
Lesson 26
1. Which verb form should replace the underlined word in Sentence 1?A shinesB shiningC shoneD shoned
2. Which word could complete Sentence 2?A swamB swumC swimmedD swim
3. Which verb form is used in Sentence 3?A infinitiveB present participleC past tenseD past participle
4. Which word or words could complete Sentence 4?A findsB findingC had foundD founded
5. Which verb form is underlined in Sentence 5?A infinitiveB present participleC past tenseD past participle
6. Which word or words could complete Sentence 6?A fliesB flownC is flyingD flew
(1) The sun shine and warmed the sand but not the chilly ocean. (2) No one
in the cold water. (3) Some of the explorers built a fire. (4) Farther down
the beach, a group of officers investigated a small cove they . (5) The sun
was setting when they left the beach to make camp. (6) A few seagulls in
circles above them.
Read this part of a student’s rough draft. Then answer the questions below.
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Name
Lesson 26Complete each sentence with a verb form from the box.Then label each verb form as present participle, past tense, or past participle.
blew rode saw were biting had ridden
1. When traveling over land, the men on ponies.
2. Lewis many miles.
3. The explorers storm clouds gathering.
4. The wind most of the clouds away.
5. However, insects them all night.
Complete each sentence, using the verb and the verb form shown in parentheses ( ).
6. (rest, present participle)
The group after a long day of walking.
7. (drink, past participle)
Someone the last of the water.
8. (hear, past)
The men the sound of running water.
9. (run, present participle)
Someone ahead to find the source.
10. (come, past participle)
At last, they to the Columbia River!
Irregular Verbs
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Name Contractions
Lesson 27Write the contraction for each underlined pair of words.
1. I am hoping to find gold.
2. It will be a difficult journey.
3. They are strong and brave.
4. We have got to climb 1 ,000 feet.
5. It is too steep for animals to go up.
6. We are carrying our supplies ourselves.
7. He said he had never been so far from home.
8. Two men say they have already had some luck.
9. Is this what you are looking for?
10. She is holding a nugget of gold!
Circle the word that correctly completes each sentence.
11. ( It’s ,Its ) very cold in the Yukon.
12. ( They’re , Their ) such hardworking miners.
13. They wear ( they’re , their ) boots and helmets.
14. ( Your , You’re ) expected to carry supplies.
15. He carries the bag by ( it’s , its ) handle.
16. “( Your , You’re ) claim is excellent!” said the man.
17. ( Its , It’s ) located down the road about a mile.
18. ( They’re , Their ) going to be rich!
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Name Contractions
Lesson 27Write the contraction for each of the underlined words.
1. Women were not allowed to register a claim for gold.
2. The prospectors have not found the town.
3. The man said he does not want to mine at that creek.
4. She is not looking forward to the winter.
5. The people did not have enough food last year.
6. I do not see my supplies.
7. Is that not your pack of food?
8. We will not be part of that group of prospectors.
9. They could not find their way, and they got lost.
10. You should not listen to what they say.
11. Do you not see how much confusion you caused?
12. I’m sorry, but I was not sure of the directions.
13. They would not take responsibility for the mistake.
Rewrite each sentence with the correct contraction.
14. The woman could not believe what she saw.
15. I will not tell anyone about your discovery.
16. She did not say anything to her friend.
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Name Grammar–Writing Connection
Lesson 27Read this part of a student’s rough draft. Then answer the questions below.
(1) Today, we are going for a ride over the canyon in a helicopter. (2) I
hope going to enjoy it. (3) � e last tour group said this was
favorite day trip. (4) You will have one hour to explore the canyon.
(5) You shouldn’t wander too far from the landing area. (6) return
fl ight leaves at six o’clock.
1. Which word could replace the underlined words in Sentence 1?A we’veB wereC we’reD we’d
2. Which word could complete Sentence 2?A yourB you’reC you’veD youre
3. Which word could complete Sentence 3?A theirB they’reC theirsD there
4. Which is the correct way to write the underlined words in Sentence 4 with a contraction?A You’veB You’ll haveC You will’veD You’ve had
5. The underlined word in Sentence 5 is a contraction of which words?A should haveB should notC should beD should are
6. Which word could complete Sentence 6?A You’llB YourC You’reD Yours
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Name Contractions
Lesson 27Write the contraction for the underlined words in each sentence.
1. She is a daring explorer.
2. They are thinking about returning to California.
3. They are not finding gold here anymore.
4. We are out of food.
5. You have got two days to make a decision.
6. She could not make up her mind.
7. I have not had time to decide.
8. “I am too tired to plan anything,” said the woman.
9. “It is time to stop dreaming and go home,” he said.
10. It should not take very long to pack.
11. You will not have to travel so far this time.
12. He has found a new trail.
13. They still had not decided on a plan.
Underline the word that correctly completes each sentence.
14. (Its, It’s) cold and windy today.
15. (Their, They’re) leaving in an hour.
16. (Your, You’re) horses are prepared for travel.
17. (Their, They’re) saddles are clean and ready.
18. (Your, You’re) going to be late.
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Name Adverbs
Lesson 28Underline each adverb. Identify whether the adverb tells how, when, where, or to what extent.
1. The team is climbing carefully.
2. They frequently stop to rest.
3. A guide often checks the sky for storms.
4. Suddenly, the guide waves his arms.
5. Everyone looks up.
6. The clouds above darken.
7. The climbers have to return immediately.
8. The team sadly looks at the mountain’s peak.
9. Then they quickly begin descending the trail.
10. They will finish the climb later.
Complete each sentence by using the correct comparative form of the adverb in parentheses ( ).
11. Jason hikes than Tom. (fast)
12. Of all the hikers, Leah walks the . (far)
13. I walk more than my sister. (slow)
14. This year’s trail map is than last year’s map. (good)
15. Mrs. Ruiz speaks the of all the climbers. (soft)
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Name Adverbs
Lesson 28Underline the word in parentheses ( ) that correctly completes each sentence.
1. Jean didn’t have (no, any) cooking equipment.
2. Josh couldn’t find his backpack (nowhere, anywhere).
3. You shouldn’t (ever, never) go camping unprepared.
4. My hiking boots aren’t (nowhere, anywhere) to be found.
5. Don’t say (nothing, anything) about the missing flashlight.
If the sentence is correct, write correct. If it is incorrect, rewrite it correctly.
6. John wasn’t never afraid of water.
7. Kay has not learned nothing about first aid.
8. Jessie wouldn’t never forget her wet suit.
9. My sister has never gone diving with us.
10. Don’t say nothing about diving with sharks.
11. Nobody knows more scuba diving facts than Mr. Cain.
12. Liam doesn’t need no help packing his gear.
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Name Grammar–Writing Connection
Lesson 28Read this part of a student’s rough draft. Then answer the questions below.
(1) Follow the tips, and you will soon know how to pack a backpack properly.
(2) First, make a list of equipment needed for your trip. (3) Roll your sleeping bag
tightly, and push it gently but fi rmly into its stuff sack. (4) � en,
place heavier items in your pack. (5) Pack sunscreen and snacks so that they are easily
reached. (6) Don’t never forget to review your checklist before you leave home!
1. Which describes the adverbs in Sentence 1?A Soon tells where; properly tells
how.B Soon tells when; properly tells
when.C Soon tells when; properly tells how.D Soon tells to what extent; properly
tells when.
2. Which word in Sentence 2 is an adverb? A FirstB ofC for D trip
3. Which is NOT an adverb in Sentence 3? A tightlyB push C gentlyD firmly
4. Which is an adverb that could complete Sentence 4?A notB fastC slowerD carefully
5. Which word in Sentence 5 is an adverb?A andB thatC soD easily
6. Which words should replace the underlined words in Sentence 6?A Don’t ever B Do not never C In no wayD Do ever
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Name Adverbs
Lesson 28Underline the word or words that correctly complete each sentence.
1. The group sits (quiet, quietly) in the plane.
2. Daeshaun prepares (more eagerly, most eagerly) than Tom.
3. This jump is (easy, easily) for him.
4. Corrine (slowly, slow) fastens her belt.
5. Hal puts on his parachute (fast, faster) than Sue.
6. He (soon, soonest) gets ready.
7. I fly a plane (well, better) than my sister.
8. Rae skydives (well, better).
If the sentence is correct, write correct. If it is incorrect, rewrite it correctly.
9. I don’t know nothing about trapeze artists.
10. He hasn’t never seen the circus.
11. Marcy does not have no time to learn the routine.
12. She has not had none all week.
13. I would do anything to fly high like that!
14. They don’t never manage to finish the show on time.
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Name Punctuation
Lesson 291.–10. Circle ten words that should be capitalized in the letter.
Rewrite each sentence with the correct capitalization and punctuation. Underline words that should be italic.
11. My report is called a walk on the moon.
12. My mother reads the magazine newsweek.
13. Did you see the movie apollo 13?
14. Let’s sing the song rocket man.
15. The last chapter in the book was called space travel in the future.
1317 Park street Orlando, FL 32801 june 11, 2008carsons, Incorporated708 third AvenueHouston, TX 77069
dear sir or madam:I am returning the DVD you sent to me.It arrived damaged and cannot be used.please refund my money.
sincerely, carolina Ruiz
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Name Punctuation
Lesson 29Read each sentence. Add quotation marks where they are needed.
1. What should we do about our science project? Mark asked.
2. Dan said, I think we should make a model of an early spacecraft.
3. That’s a good idea, replied Egan. Let’s make a plan.
4. I will do the research, said Ben, if Dan and Mark gather the materials.
5. I agree, Ben, Mark said. I’d be glad to work with Dan.
6. We can meet at my house and get started, suggested Egan.
7. I’ll bring some of my mom’s brownies, offered Dan, if you’d like me to.
8. I’m allergic to chocolate, whined Egan.
9. That’s no problem, said Dan. I’ll bring some fig bars, too.
10. Let’s do it, they said.
Rewrite each sentence. Use correct punctuation, quotation marks, and capital letters.
11. where are you studying today dad asked.
12. let’s call Rosa suggested Becky.
13. yes, give her a call said Sue and ask her to meet us.
14. i will meet you there said rosa
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Name Grammar–WritingConnection
Lesson 29Read this part of a student’s rough draft. Then answer the questions below.
(1) Let me read you the note I wrote to Aunt Kathy, said Josh. (2) “I want to thank
her for sending the book the coming of space travel. (3) dear aunt kathy, (4) thank
you for the copy of the coming of space travel. (5) My favorite chapter so far is called
walking on the moon. (6) your nephew, josh.”
1. Which punctuation is needed in Sentence 1?A quotation marks before Let and
after JoshB a comma after wroteC quotation marks before Let and
after Kathy,D a comma after you
2. Which is the correct way to show the title of the book in Sentence 2?A The Coming of Space TravelB The Coming Of Space TravelC “The Coming Of Space Travel”D “the coming of space travel”
3. Which is the correct way to write the greeting of Josh’s letter in Sentence 3?A Dear aunt kathy,B Dear Aunt Kathy,C Dear aunt Kathy,D dear aunt Kathy
4. Which words in Sentence 4 should start with capital letters?A Thank, Coming, Space, TravelB Thank, Coming, Of, Space, TravelC Thank, Space, TravelD Thank, The, Coming, Space,
Travel
5. How should the chapter title in Sentence 5 be written?A “Walking on the Moon.” B “Walking on the moon.”C walking on the moon.D “Walking on the Moon.”
6. Which is the correct way to write Sentence 6?A Your Nephew, JoshB Your nephew, JoshC your nephew, JoshD Your nephew Josh
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Name Punctuation
Lesson 29Rewrite the parts of a letter. Use capital letters and correct punctuation.
1. dear monty
2. your friend
3. dear sir or madam
4. sincerely yours
5. write soon
6. dear mrs barnes
7. yours truly
8. 847 north waterview drive
9. chicago il 60613
10. april 17, 2008
Rewrite each sentence. Use correct punctuation. Underline words that should be italic.
11. maybe we can write a report about neil armstrong suggested anne
12. that’s a good idea said diane let’s get started
13. Mai read the chapter laika to her sister
14. our universe is a popular book
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Name Grammar–WritingConnection
Lesson 30Read this part of a student’s rough draft. Then answer the questions below.
(1) My friend Ava has lived on Florida’s Gulf Coast for two years.
(2) really fun to visit her. (3) We are both serious bird-watchers.
(4) We like to use binoculars to watch the birds fl y around and build
nests. (5) � e birds haven’t never disappointed us. (6) We are thinking about taking
photographs of them next time!
1. Which names the form of the verb live used in Sentence 1?A past participleB present participleC past tenseD infinitive
2. Which word could complete Sentence 2?A It’dB It’llC It’s D Its
3. Which contraction could replace the underlined words in Sentence 3?A We’ll B We’re C We’ve D We’d
4. Which pronoun best completes Sentence 4?A theirB they’reC it’sD its
5. How should the underlined words in Sentence 5 be written?A haven’t ever B have not never C hadn’t neverD have’nt ever
6. Which names the form of the verb think used in Sentence 6?A past tenseB past participleC present participleD infinitive
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Name Grammar–WritingConnection
Lesson 30Read this part of a student’s rough draft. Then answer the questions below.
(1) Can Neil be persuaded to help us with the play? asked Marla. (2) “If you ask
me,” said Keisha, “I think Neil will be the easy convinced of all.” (3) “Let’s fi nd a way to
get more students to join the drama club,” said Mandy enthusiastically. (4) “I’ll ask
Mr. Jennings to speak to the class” suggested Kate. (5) “I don’t think the students have
read macbeth,” said Mr. Jennings. (6) “i think the show will go on!” exclaimed Marla.
1. Where should quotation marks be inserted in Sentence 1? A after play?B before help and after play?C before CanD before Can and after play?
2. Which form of the underlined adverb in Sentence 2 should be used?A most easilyB more easilyC easierD easiest
3. Which word in Sentence 3 is described by the adverb enthusiastically?A findB getC joinD said
4. Which is missing from Sentence 4?A periodB quotation marksC commaD capitalization
5. Which is the correct way to write the underlined title of the play in Sentence 5?A “macbeth”B “Macbeth”C MacbethD “Macbeth”
6. Which is wrong in Sentence 6?A periodB quotation marksC commaD capitalization
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INDEX
AAbbreviations, 38–39
Action verbs, 73–76, 89
Adjectivesarticles, 63, 66
comparing with, 63–66, 72
Adverbs, 99–102, 108
comparing with, 99, 100, 102, 108
Antecedentsagreement with pronouns, 49–52, 54
Apostrophesin contractions, 95–98, 107
in possessive nouns, 45–48, 54
CCapitalization, 103–106
letters, 103, 105–106
proper nouns, 37, 39–40, 53, 103
quotations, 104, 106, 108
sentences, 2–3
titles, 103, 105–106, 108
Clausesdependent, 31, 33–34, 36
independent, 31, 33–34, 36
Commascomplex sentences, 32, 34
compound sentences, 23–24
compound subjects and predicates,
20–22
letters, 106
quotations, 104, 106
Common nouns, 37, 39–42, 44, 53
Complete predicates, 13–16, 18
Complete sentences, 1, 3, 10
Complete subjects, 13–16, 18
Complex sentences, 31–34, 36
Compound predicates, 19–22, 25–26, 35
Compound sentences, 23–26, 35
Compound subjects, 19–22, 25–26, 35
Conjunctions, 19–23, 26
subordinating, 33, 36
Contractions, 95–98, 107
DDeclarative sentences, 1–4, 17
Dependent clauses, 31, 33–34, 36
Direct objects, 74–76
EEnd marks, 2–3, 5–7, 17
Exclamatory sentences, 5–8, 17
FFeminine pronouns, 49
Fragments, sentence, 1, 10
Future perfect verbs, 86–88, 90
Future-tense verbs, 81–84
HHelping verbs, 68–70, 72
IImperative sentences, 5–8, 17
Independent clauses, 31, 33–34, 36
Infinitives, 92–93
Interjections, 6–8
Interrogative sentences, 1–4, 17
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110 Grammar Practice Book
Irregular verbs, 91–94
Italics, 103, 105–106, 108
LLinking verbs, 73–76, 89
MMain and helping verbs, 67–70,
72, 85
Masculine pronouns, 49
MechanicsSee Capitalization; Commas; End marks;
Punctuation
NNegatives, 100–102, 107
Neuter pronouns, 49
Nounscapitalization of, 37, 39–40, 53, 103
common, 37, 39–42, 44, 53
possessive, 45–48, 54
proper, 37, 39–40, 53
singular and plural, 41–44, 53
OObjective case pronouns, 55–58, 71
Objectsdirect, 74–76
of prepositions, 27–30
PParticiples, 92–94, 107
Past participles, 92–94, 107
Past perfect verbs, 85, 88, 90
Past-tense verbs, 81–84, 90–94
Perfect-tense verbs, 85–88, 90
Phrasesprepositional, 27–30, 36
verb, 68–70, 72, 85, 87–88
Plural nouns, 41–44, 53
Plural possessive nouns, 45–48
Plural pronouns, 49, 52
Possessive nouns, 45–48, 54
Possessive pronouns, 59, 61–62, 71
Predicates, 9–12, 35
complete, 13–16, 18
compound, 19–22, 25–26, 35
simple, 13–16, 18
Prepositional phrases, 27–30, 36
Prepositions, 27–30, 36
Present participles, 92–94, 107
Present perfect verbs, 85, 87–88, 90
Present-tense verbs, 77–82, 84, 87
Pronouns, 49–52, 54
antecedents of, 49–52, 54
possessive, 59, 61–62, 71
reflexive, 60–62, 71
singular and plural, 49, 52
subjective and objective, 55–58, 71
Proper Adjectives, 63, 72
Proper nouns, 37, 39–40, 53
Punctuation, 103–106
abbreviations, 38–39
apostrophes in contractions, 95–98, 107
apostrophes in possessive nouns,
45–48, 54
colons, 106
end marks, 2–3, 5–7, 17
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INDEX
Punctuation (con’t)
letters, 103, 105–106
quotation marks, 104–106, 108
titles (italics, underscores, and quotation
marks), 103, 104–106, 108
titles of people, 38–40, 53
See also Commas
QQuotation marks, 104–106, 108
RReflexive pronouns, 60–62, 71
Run-on sentences, 24–25
SSentences
capitalization of, 2–3
complete, 1, 3, 10
complex, 31–34, 36
compound, 23–26, 35
run-on, 24–25
simple, 23–26, 31, 35
Sentences, types ofdeclarative, 1–4, 17
exclamatory, 5–8, 17
imperative, 5–8, 17
interrogative, 1–4, 17
Simple predicates, 13–16, 18
Simple sentences, 23–26, 31, 35
Simple subjects, 13–16, 18
Singular nouns, 41–44
Singular possessive nouns, 45, 47–48
Singular pronouns, 49, 52
Subject-verb agreement, 77–80, 89
Subjective case pronouns, 55–58, 71
Subjects, 9–12, 35
complete, 13–16, 18
compound, 19–22, 25–26, 35
simple, 13–16, 18
Subordinating conjunctions, 33, 36
TTenses (verb)
future, 81–84
past, 81–84, 90–94
perfect, 85–88, 90
present, 77–82, 84, 87
Theme ReviewsTheme 1, 17–18
Theme 2, 35–36
Theme 3, 53–54
Theme 4, 71–72
Theme 5, 89–90
Theme 6, 107–108
VVerb phrases, 68–70, 72, 85, 87–88
Verbsaction, 73–76, 89
future-tense, 81–84
irregular, 91–94
linking, 73–76, 89
main and helping, 67–70, 72, 85
past-tense, 81–84, 90–94
perfect-tense, 85–88, 90
present-tense, 77–82, 84, 87
See also Subject-verb agreement
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GrammarPractice Book
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ContentsTHEME 1
Lesson 1 Declarative and Interrogative Sentences ..................................................... 3Lesson 2 Imperative and Exclamatory Sentences; Interjections ................................. 5Lesson 3 Subjects and Predicates .............................................................................. 7Lesson 4 Complete and Simple Subjects and Predicates ........................................... 9Lesson 5 Review .................................................................................................... 11
THEME 2
Lesson 6 Compound Subjects and Predicates ......................................................... 12Lesson 7 Simple and Compound Sentences ........................................................... 14Lesson 8 Prepositional Phrases ................................................................................ 16Lesson 9 Clauses and Phrases; Complex Sentences ................................................. 18Lesson 10 Review .................................................................................................... 20
THEME 3
Lesson 11 Common and Proper Nouns .................................................................... 21Lesson 12 Singular and Plural Nouns ........................................................................ 23Lesson 13 Possessive Nouns ..................................................................................... 25Lesson 14 Pronouns and Antecedents ...................................................................... 27Lesson 15 Review .................................................................................................... 29
THEME 4
Lesson 16 Subjective and Objective Case Pronouns .................................................. 30Lesson 17 Possessive and Reflexive Case Pronouns ................................................... 32Lesson 18 Adjectives and Articles ............................................................................. 34Lesson 19 Main and Helping Verbs ........................................................................... 36Lesson 20 Review .................................................................................................... 38
THEME 5
Lesson 21 Action and Linking Verbs ......................................................................... 39Lesson 22 Verbs: Present Tense; Subject-Verb Agreement ......................................... 41Lesson 23 Verbs: Past and Future Tenses .................................................................. 43Lesson 24 Verbs: Perfect Tenses ................................................................................ 45Lesson 25 Review .................................................................................................... 47
THEME 6
Lesson 26 Irregular Verbs ........................................................................................ 48Lesson 27 Contractions ............................................................................................ 50Lesson 28 Adverbs ................................................................................................... 52Lesson 29 Punctuation ............................................................................................. 54Lesson 30 Review .................................................................................................... 56
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ativ
e se
nte
nce
s co
rrec
tly,
usi
ng
cap
ital
le
tter
s an
d e
nd
mar
ks.
1.
wha
t di
d yo
u ea
t fo
r lu
nch
2.
did
you
pic
k ou
t a
book
at
the
scho
ol li
brar
y
3.
whe
n di
d yo
u ge
t a
new
com
put
er
4.
who
hel
ped
you
with
the
hom
ewor
k
5.
whe
re d
id t
he t
each
er g
o
If t
he
inte
rro
gat
ive
sen
ten
ce is
co
rrec
t, w
rite
cor
rect
.R
ewri
te t
he
inco
rrec
t se
nte
nce
s co
rrec
tly.
6.
Why
doe
s N
eil m
iss
so m
any
rehe
arsa
ls
7.
How
doe
s th
e lib
raria
n or
gani
ze t
he b
ooks
?
8.
Whe
re is
the
sw
imm
ing
poo
l
9.
Wha
t tim
e is
soc
cer
pra
ctic
e?
10.
Whe
n do
we
get
our
rep
ort
card
s?
Wha
t did
you
eat
for l
unch
?
Did
you
pick
out
a b
ook
at th
e sc
hool
libr
ary?
Whe
n di
d yo
u ge
t a n
ew c
ompu
ter?
Who
hel
ped
you
with
the
hom
ewor
k?
Whe
re d
id th
e te
ache
r go?
Why
doe
s Ne
il m
iss
so m
any
rehe
arsa
ls?
corr
ect
Whe
re is
the
swim
min
g po
ol?
corr
ect
corr
ect
2G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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K51_
GPB
_002
.indd
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9/06
6:39
:25
AM
© H
arco
urt
• G
rade
5
Nam
e
Less
on
1R
ead
th
is p
art
of
a st
uden
t’s
roug
h d
raft
. Th
en a
nsw
er t
he
que
stio
ns
bel
ow
.
(1) P
eri h
as b
een
su
ch a
wo
nd
erfu
l fri
end
? (2)
Sh
e h
elp
ed m
e in
so
man
y
way
s w
hen
I b
rok
e m
y ar
m f
alli
ng
off
th
e p
aral
lel b
ars.
(3) w
hil
e o
ther
s in
th
e
clas
s la
ug
hed
at
my
clu
msy
fal
l, s
he
ran
to
my
sid
e ri
gh
t aw
ay. (4
) an
d w
ent
wit
h m
e to
th
e d
oct
or
to h
ave
my
arm
x-r
ayed
? (5)
Sh
e ca
rrie
d m
y b
oo
ks
to m
y
clas
ses,
an
d s
he
kep
t m
e la
ugh
ing
(6) D
o y
ou
un
der
stan
d w
hy
I th
ink
sh
e is
such
a g
oo
d f
rien
d?
1.
Whi
ch s
ente
nce
does
NO
T ex
pre
ss
a co
mp
lete
tho
ught
?A
Sent
ence
1B
Sent
ence
2C
Sent
ence
3D
Sent
ence
4
2.
Whi
ch d
ecla
rativ
e se
nten
ce h
as
an in
corr
ect
end
mar
k?A
Sent
ence
1B
Sent
ence
2C
Sent
ence
3D
Sent
ence
6
3.
Whi
ch d
ecla
rativ
e se
nten
ce h
as
an e
rror
in c
apita
lizat
ion?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 5
4.
Whi
ch o
f the
se is
NO
T a
decl
arat
ive
sent
ence
?A
Sent
ence
1B
Sent
ence
2C
Sent
ence
3
DSe
nten
ce 6
5.
Whi
ch o
f the
se is
an
inte
rrog
ativ
e se
nten
ce?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 6
6.
Whi
ch o
f the
se s
ente
nces
ha
s a
mis
sing
end
mar
k?A
Sent
ence
2B
Sent
ence
3C
Sent
ence
5D
Sent
ence
6
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
3G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_003
.indd
39/
9/06
6:40
:09
AM
4 Student Edition pp. 2–3
RXENL08ATE51_GPB.indd 4RXENL08ATE51_GPB.indd 4 10/4/06 10:21:14 PM10/4/06 10:21:14 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e D
ecla
rati
ve a
nd
In
terr
og
ativ
e Se
nte
nce
s
Less
on
1C
ircl
e th
e in
terr
og
ativ
e se
nte
nce
s. U
nd
erlin
e th
e d
ecla
rati
ve
sen
ten
ces.
1.
How
doe
s Ja
y lik
e hi
s ne
w s
choo
l?
2.
Wha
t do
es K
aren
enj
oy m
ost
abou
t he
r sc
hool
?
3.
Sar
a ta
kes
pia
no le
sson
s.
4.
Kei
sha
read
s m
agaz
ines
abo
ut t
rave
l.
5.
Jay
hel
ps
Lisa
with
the
mat
h ho
mew
ork.
6.
How
doe
s Su
san
pre
par
e fo
r th
e p
hysi
cal e
duca
tion
test
?
If t
he
sen
ten
ce is
co
rrec
t, w
rite
cor
rect
. Rew
rite
th
e in
corr
ect
sen
ten
ces
corr
ectl
y.
7.
Wha
t is
the
nam
e of
the
coa
ch.
8.
Joh
n an
d Ro
bert
o p
lay
bask
etba
ll ev
ery
Satu
rday
.
9.
wha
t do
es L
isa
disc
over
abo
ut h
er n
ew n
eigh
borh
ood?
10.
Gal
e tr
ies
out
for
the
volle
ybal
l tea
m.
11.
Why
is T
im w
aitin
g to
see
the
tea
cher
.
12.
I w
ill lo
ok in
my
desk
for
the
calc
ulat
or?
Wha
t is
the
nam
e of
the
coac
h?
corr
ect
Wha
t doe
s Li
sa d
isco
ver a
bout
her
new
nei
ghbo
rhoo
d?
corr
ect
Why
is T
im w
aitin
g to
see
the
teac
her?
I will
look
in m
y de
sk fo
r the
cal
cula
tor.
4G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_004
.indd
4
9/9/
06
6:41
:17
AM
© H
arco
urt
• G
rade
5
Nam
e
Imp
erat
ive
and
Ex
clam
ato
rySe
nte
nce
s;In
terj
ecti
on
s
Less
on
2C
ircl
e th
e im
per
ativ
e se
nte
nce
s. U
nd
erlin
e th
e ex
clam
ato
ry s
ente
nce
s.
1.
Our
coa
ch fi
gure
s ou
t gr
eat
stra
tegi
es!
2.
Pitc
h a
curv
e ba
ll.
3.
Jill
hit
the
mos
t do
uble
s!
4.
Thr
ow t
he b
all t
o th
ird b
ase.
5.
Kee
p s
core
of t
he g
ame.
6.
We
won
!
Rew
rite
eac
h s
ente
nce
as
an im
per
ativ
e se
nte
nce
or
an e
xcla
mat
ory
sen
ten
ce.
Use
co
rrec
t en
d m
arks
. Lab
el it
as
impe
rati
ve o
r ex
clam
ator
y.
7.
Les
lie h
it a
hom
e ru
n
8.
Slid
e in
to t
he b
ase
befo
re h
e ca
n ta
g yo
u
9.
Wei
mad
e an
am
azin
g ca
tch
10.
Thr
ow a
fast
ball
11.
I c
an’t
bel
ieve
I st
ruck
out
12.
Wal
k to
firs
t ba
se
Wri
te t
wo
imp
erat
ive
sen
ten
ces
and
tw
o e
xcla
mat
ory
sen
ten
ces
abo
ut
you
r fa
vori
te
spo
rt. L
abel
eac
h t
ype
of
sen
ten
ce.
Lesl
ie h
it a
hom
e ru
n! e
xcla
mat
ory
Slid
e in
to th
e ba
se b
efor
e he
can
tag
you.
impe
rativ
e
Wei
mad
e an
am
azin
g ca
tch!
exc
lam
ator
y
Thro
w a
fast
ball.
impe
rativ
e
I can
’t be
lieve
I st
ruck
out
! exc
lam
ator
y
Acce
pt re
ason
able
resp
onse
s.
Wal
k to
firs
t bas
e. im
pera
tive
5G
ram
mar
Pra
ctic
e B
oo
k
RXE
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K51_
GPB
_005
.indd
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9/06
6:42
:37
AM
5 Student Edition pp. 4–5
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e
Imp
erat
ive
and
Ex
clam
ato
rySe
nte
nce
s;In
terj
ecti
on
s
Less
on
2W
rite
th
e in
terj
ecti
on
s in
th
e fo
llow
ing
sen
ten
ces.
1.
Wow
, Ran
di h
it a
hom
e ru
n!
2.
Oop
s, Je
ff hi
t a
foul
bal
l.
3.
Oh,
no,
I ca
n’t
belie
ve h
e m
isse
d th
at o
ne.
4.
Hey
, Jes
sie
caug
ht t
hat
fly b
all!
5.
Oh,
I st
ruck
out
.
6.
Who
a, Jo
rge
mad
e it
to s
econ
d ba
se ju
st in
tim
e!
7.
Aha
, Jam
ie s
tole
thi
rd b
ase!
Rew
rite
eac
h s
ente
nce
, ad
din
g a
n in
terj
ecti
on
. Rem
emb
er t
o u
se c
orr
ect
pun
ctua
tio
n.
8.
Jor
ge b
ats
next
.
9.
She
tie
d th
e ga
me.
10.
Don
’t h
it th
at p
itch.
11.
Sha
una
mad
e a
base
hit.
12.
We
won
the
gam
e!
13.
I s
tubb
ed m
y to
e.
14.
I a
m h
ungr
y an
d tir
ed.
15.
Let
’s g
o to
the
sna
ck b
ar.
Grea
t, Jo
rge
bats
nex
t!
Wow
, she
tied
the
gam
e!
No, d
on’t
hit t
hat p
itch!
Gee,
Sha
una
mad
e a
base
hit!
Wow
Oops
Oh, n
oHe
yOh
Who
aAh
a
Awes
ome,
we
won
the
gam
e!
Ouch
, I s
tubb
ed m
y to
e!
Boy,
I am
hun
gry
and
tired
!
Hey,
let’s
go
to th
e sn
ack
bar!
Poss
ible
resp
onse
s ar
e sh
own.
6G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_006
.indd
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9/06
6:43
:56
AM
© H
arco
urt
• G
rade
5
Nam
e
Less
on
2R
ead
th
is p
art
of
a st
uden
t’s
roug
h d
raft
. Th
en a
nsw
er t
he
que
stio
ns
bel
ow
.
(1) W
ow
, ou
r b
ask
etb
all t
eam
is g
oin
g to
th
e st
ate
fi n
als!
(2) N
ow
we
nee
d t
o g
et r
ead
y. (3
) Be
at p
ract
ice
on
tim
e. (4
) Wo
rk t
oge
ther
as
a te
am?
(5) Th
en
get
ou
t th
ere
and
pla
y yo
ur
bes
t. (6
) It
wil
l be
a ve
ry
exci
tin
g g
ame!
1.
Whi
ch o
f the
follo
win
g is
an
exc
lam
ator
y se
nten
ce?
ASe
nten
ce 2
B
Sent
ence
3C
Sent
ence
5D
Sent
ence
6
2.
Whi
ch o
f the
follo
win
g co
ntai
ns
an in
terje
ctio
n?A
Sent
ence
1B
Sent
ence
2
CSe
nten
ce 3
D
Sent
ence
4
3.
Whi
ch im
per
ativ
e se
nten
ce h
as
an in
corr
ect
end
mar
k?A
Sent
ence
2B
Sent
ence
3
CSe
nten
ce 4
DSe
nten
ce 5
4.
Whi
ch is
NO
T an
imp
erat
ive
sent
ence
?A
Sent
ence
2B
Sent
ence
3
CSe
nten
ce 4
DSe
nten
ce 5
5.
Whi
ch a
re t
he im
per
ativ
e se
nten
ces?
ASe
nten
ces
1, 2
, and
3B
Sent
ence
s 2,
3, a
nd 4
CSe
nten
ces
3, 4
, and
5D
Sent
ence
s 4,
5, a
nd 6
6.
Whi
ch o
f the
se is
NO
T an
inte
rject
ion?
AW
ow!
BA
h!C
Ala
s!D
This
is c
ool!
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
7G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_007
.indd
79/
9/06
6:45
:27
AM
6 Student Edition pp. 6–7
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e
Imp
erat
ive
and
Ex
clam
ato
ry
Sen
ten
ces;
In
terj
ecti
on
s
Less
on
2R
ewri
te t
he
follo
win
g a
s im
per
ativ
e se
nte
nce
s.
1.
The
bat
ter
hits
the
bal
l int
o th
e ou
tfie
ld.
2.
The
out
field
er t
hrow
s th
e ba
ll to
thi
rd b
ase.
3.
The
hitt
er b
unts
the
bal
l.
4.
He
tags
the
run
ner
out.
5.
She
ste
als
a ba
se.
Lab
el e
ach
of
the
follo
win
g a
s an
exc
lam
ator
y se
nten
ce o
r an
inte
rjec
tion
. Ad
d a
re
late
d e
xcla
mat
ory
sen
ten
ce a
fter
eac
h in
terj
ecti
on
.
6.
Oh,
no!
7.
The
may
or c
ame
to t
he g
ame!
8.
Wow
!
9.
We
won
the
cha
mp
ions
hip
for
the
third
sea
son
in a
row
!
10.
No
way
!
Hit t
he b
all i
nto
the
outfi
eld.
Thro
w th
e ba
ll to
third
bas
e.
Bunt
the
ball.
Tag
the
runn
er o
ut.
Stea
l a b
ase.
inte
rject
ion;
The
oth
er te
am m
ight
win
!
Poss
ible
resp
onse
s ar
e sh
own.
excl
amat
ory
sent
ence
inte
rject
ion;
Wha
t a c
lose
gam
e!
excl
amat
ory
sent
ence
inte
rject
ion;
I do
n’t b
elie
ve it
!
8G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_008
.indd
8
9/19
/06
6:4
6:41
AM
© H
arco
urt
• G
rade
5
Nam
eSu
bje
cts
and
Pr
edic
ates
Less
on
3C
ircl
e th
e su
bje
ct. U
nd
erlin
e th
e p
red
icat
e.
1.
Jo
pra
ctic
ed t
he p
iano
eve
ry d
ay.
2.
The
tw
o vi
olin
ists
pla
yed
a du
et.
3.
The
orc
hest
ra r
ehea
rsed
in t
he a
udito
rium
.
4.
The
mus
icia
ns p
ract
iced
eve
ry d
ay u
ntil
the
conc
ert.
5.
Sop
hie
sang
in t
he s
choo
l cho
rus.
Rew
rite
th
ese
sen
ten
ces,
put
tin
g t
he
wo
rds
in a
n o
rder
th
at m
akes
sen
se.
Cir
cle
the
sub
ject
an
d u
nd
erlin
e th
e p
red
icat
e.
6.
jaz
z A
llen
liste
ned
to.
7.
bea
utifu
l wro
te s
ongs
Les
lie.
8.
a fl
ute
boug
ht E
ric.
9.
the
vio
lin M
icha
el p
laye
d.
10.
gat
here
d ar
ound
eve
ryon
e th
e p
iano
.
11.
gav
e th
e q
uart
et a
con
cert
.
Wri
te t
hre
e se
nte
nce
s ab
ou
t yo
ur
favo
rite
mu
sic.
Cir
cle
the
sub
ject
an
d u
nd
erlin
e th
e p
red
icat
e in
eac
h s
ente
nce
.
Alle
n lis
tene
d to
jazz
.
Lesl
ie w
rote
bea
utifu
l son
gs.
Eric
bou
ght a
flut
e.
Acce
pt re
ason
able
resp
onse
s.
Mic
hael
pla
yed
the
viol
in.
Ever
yone
gat
here
d ar
ound
the
pian
o.
The
quar
tet g
ave
a co
ncer
t. 9G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_009
.indd
99/
19/0
66:
47:5
9AM
7 Student Edition pp. 8–9
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
eSu
bje
cts
and
Pr
edic
ates
Less
on
3La
bel
eac
h li
ne
of
wo
rds
as a
sen
tenc
e o
r a
frag
men
t. A
dd
a
sub
ject
to
eac
h f
rag
men
t to
mak
e a
com
ple
te s
ente
nce
, an
d w
rite
it o
n t
he
line.
1.
Jan
et s
ang
at t
he t
own
hall.
2.
fix
ed t
he b
roke
n m
icro
pho
ne.
3.
fou
nd a
dru
m s
tick
on t
he g
roun
d.
4.
bou
ght
the
conc
ert
ticke
ts.
5.
Jua
n sa
w a
lot
of h
is fr
iend
s at
the
con
cert
.
Lab
el e
ach
lin
e o
f w
ord
s as
a s
ente
nce
or
a fr
agm
ent.
Ad
d a
pre
dic
ate
to e
ach
fr
agm
ent
to m
ake
a co
mp
lete
sen
ten
ce, a
nd
wri
te it
on
th
e lin
e.
6.
Ale
x an
d M
aria
.
7.
Mat
thew
8.
The
mus
icia
ns.
9.
Her
fath
er fi
xed
the
brok
en C
D p
laye
r.
10.
Rac
hel.
sent
ence
fragm
ent;
Pete
r fix
ed th
e br
oken
mic
roph
one.
fragm
ent;
Emm
a fo
und
a dr
um s
tick
on th
e gr
ound
.
fragm
ent;
Joe
boug
ht th
e co
ncer
t tic
kets
.
sent
ence
fragm
ent;
Alex
and
Mar
ia b
ough
t tic
kets
to th
e co
ncer
t.
fragm
ent;
Mat
thew
wal
ked
onto
the
stag
e.
fragm
ent;
The
mus
icia
ns tu
ned
thei
r ins
trum
ents
.
sent
ence
fragm
ent;
Rach
el p
laye
d th
e vi
olin
in th
e or
ches
tra.
Poss
ible
resp
onse
s ar
e sh
own.
Poss
ible
resp
onse
s ar
e sh
own. 10
Gra
mm
ar P
ract
ice
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ok
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:37
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© H
arco
urt
• G
rade
5
Nam
e
Less
on
3R
ead
th
is p
art
of
a st
uden
t’s
roug
h d
raft
. Th
en a
nsw
er t
he
que
stio
ns
bel
ow
.
(1) Th
er
e ar
e so
me
very
tal
ente
d m
usi
cian
s in
ou
r sc
ho
ol.
(2)
Ali
sha
pla
yed
vio
lin
in a
co
nce
rt a
t th
e co
mm
un
ity
cen
ter.
(3) N
ath
anie
l
pla
yed
th
e ce
llo
on
nat
ion
al r
adio
. (4)
wo
n fi
rst
pri
ze in
a
pia
no
co
mp
etit
ion
. (5) S
om
etim
es, t
hes
e m
usi
cian
s .
1.
Whi
ch is
the
sub
ject
of
Sent
ence
2?
Avi
olin
BA
lisha
Cp
laye
d vi
olin
Dce
nter
2.
Whi
ch is
the
pre
dica
te o
f Se
nten
ce 3
?A
pla
yed
the
cello
on
natio
nal r
adio
BN
atha
niel
pla
yed
CN
atha
niel
Don
nat
iona
l rad
io
3.
Whi
ch o
f the
se is
mis
sing
a
pre
dica
te?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
4.
Whi
ch o
f the
se is
mis
sing
a
subj
ect?
ASe
nten
ce 2
BSe
nten
ce 3
C
Sent
ence
4D
Sent
ence
5
5.
Whi
ch s
houl
d go
in t
he
blan
k in
Sen
tenc
e 5?
Ap
lay
mus
ic t
oget
her.
Bw
ere
Mat
thew
.C
was
Alis
ha.
Din
our
sch
ool.
6.
Whi
ch c
ould
go
in t
he
blan
k in
Sen
tenc
e 4?
ASe
cond
BKe
llyC
The
viol
inD
Play
ed
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
11G
ram
mar
Pra
ctic
e B
oo
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:07
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8 Student Edition pp. 10–11
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e Su
bje
cts
and
Pr
edic
ates
Less
on
3C
ircl
e th
e su
bje
ct a
nd
un
der
line
the
pre
dic
ate
in e
ach
se
nte
nce
.
1.
The
hur
rican
e di
d no
t do
muc
h da
mag
e to
the
hou
se.
2.
The
win
dow
s w
ere
shat
tere
d.
3.
My
frie
nds
help
ed u
s.
4.
I lo
st m
y flu
te in
the
sto
rm.
5.
Ang
ela
rush
ed t
o th
e ho
use.
6.
My
fath
er fi
xed
the
roof
.
Wri
te a
sub
ject
or
pre
dic
ate
to c
om
ple
te e
ach
sen
ten
ce. L
abel
th
e se
nte
nce
par
t th
at y
ou
add
ed.
7.
The
sch
ool
8.
w
ere
brok
en.
9.
Cla
ire
10.
r
aise
d m
oney
to
hel
p h
omel
ess
peo
ple
.
11.
The
orc
hest
ra
12.
d
onat
ed c
loth
es
and
food
.
13.
Man
y bu
sine
sses
14.
s
tart
ed t
o cl
ean
up t
he m
ess.
15.
Her
par
ents
was
clo
sed
yest
erda
y. p
redi
cate
Poss
ible
resp
onse
s ar
e sh
own.
Thre
e w
indo
ws;
sub
ject
invi
ted
her f
riend
s to
her
hou
se. p
redi
cate
The
stud
ents
; sub
ject
gave
a c
once
rt in
the
park
. pre
dica
te
Man
y pe
ople
; sub
ject
sent
thei
r wor
kers
hom
e. p
redi
cate
On F
riday
, som
e pe
ople
; sub
ject
help
ed h
er fr
iend
s. p
redi
cate
12G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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06
6:56
:35
AM
© H
arco
urt
• G
rade
5
Nam
eC
om
ple
te a
nd
Si
mp
le S
ub
ject
s an
d P
red
icat
es
Less
on
4W
rite
th
e co
mp
lete
sub
ject
on
th
e lin
e. U
nd
erlin
e th
e si
mp
le s
ubje
ct.
1.
The
shi
p s
aile
d fr
om N
ew Y
ork
City
.
2.
The
jazz
ban
d p
lann
ed a
tou
r.
3.
The
em
pty
airp
lane
flew
to
Ital
y.
4.
The
cro
wde
d bu
s tr
avel
ed s
low
ly.
5.
A lo
ng li
ne fo
rmed
in fr
ont
of t
he m
useu
m.
6.
The
tou
r gu
ide
show
ed u
s th
e ex
hibi
t.
7.
We
wan
ted
to v
isit
the
Eiffe
l Tow
er.
8.
My
mot
her
love
d th
e fo
od in
Fra
nce.
Wri
te t
he
com
ple
te p
red
icat
e o
n t
he
line.
Un
der
line
the
sim
ple
pre
dic
ate.
9.
Joh
n m
isse
d th
e tr
ain.
10.
The
gro
up v
isite
d th
e p
yram
ids.
11.
We
wal
ked
thro
ugh
a tu
nnel
.
12.
I r
ode
a ca
mel
.
13.
My
sist
er s
wam
in t
he D
ead
Sea.
14.
We
wen
t to
the
mar
ket
in C
airo
.
15.
Our
gui
de t
old
us a
bout
the
tow
n.
Wri
te a
sen
ten
ce a
bo
ut
a p
lace
yo
u h
ave
visi
ted
. Un
der
line
the
com
ple
te s
ub
ject
an
d
circ
le t
he
com
ple
te p
red
icat
e. T
hen
rew
rite
th
e se
nte
nce
. Th
is t
ime,
un
der
line
the
sim
ple
su
bje
ct a
nd
cir
cle
the
sim
ple
pre
dic
ate.
Acce
pt re
ason
able
resp
onse
s.
The
ship
The
jazz
ban
d
The
empt
y ai
rpla
ne
The
crow
ded
bus
A lo
ng li
ne
The
tour
gui
de
We M
y m
othe
r
mis
sed
the
train
visi
ted
the
pyra
mid
s
wal
ked
thro
ugh
a tu
nnel
rode
a c
amel sw
am in
the
Dead
Sea
wen
t to
the
mar
ket i
n Ca
iro
told
us
abou
t the
tow
n
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mar
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:57
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9 Student Edition pp. 12–13
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
eC
om
ple
te a
nd
Si
mp
le S
ub
ject
s an
d P
red
icat
es
Less
on
4C
ircl
e th
e si
mp
le s
ubje
ct. U
nd
erlin
e th
e si
mp
le p
red
icat
e.
1.
Ste
ven
clim
bed
to t
he t
op o
f the
bui
ldin
g.
2.
Jul
io w
atch
ed t
he c
hang
ing
of t
he g
uard
s.
3.
Jas
on w
ent
to t
he w
ax m
useu
m.
4.
Am
ira s
tudi
ed t
he m
ap.
5.
Man
y p
eop
le s
trol
led
in t
he p
ark.
6.
Our
tou
r gr
oup
ate
din
ner
at a
n In
dian
res
taur
ant.
7.
We
pac
ked
our
bags
bef
ore
brea
kfas
t.
Rew
rite
th
ese
sen
ten
ces,
put
tin
g t
he
wo
rds
in a
n o
rder
th
at m
akes
sen
se.
Cir
cle
the
com
ple
te s
ubje
ct. U
nd
erlin
e th
e co
mp
lete
pre
dic
ate.
8.
the
roa
d w
ound
vill
age
its t
he w
ay t
hrou
gh
9.
con
tain
ed m
any
the
inte
rest
ing
shop
s th
ings
10.
the
gre
eted
art
ist
his
visi
tors
11.
the
pho
togr
aphs
sal
e w
ere
for
12.
4:0
0 P.
M. l
eft
villa
ge w
e th
e at
13.
arr
ived
Joan
at
the
airp
ort
14.
Par
is fr
om t
op v
iew
ed o
f the
Eiff
el T
ower
the
the
y
The
road
wou
nd it
s w
ay th
roug
h th
e vi
llage
.
The
shop
s co
ntai
ned
man
y in
tere
stin
g th
ings
.
The
artis
t gre
eted
his
vis
itors
.
The
phot
ogra
phs
wer
e fo
r sal
e.
We
left
the
villa
ge a
t 4:0
0 P.
M.
Joan
arr
ived
at t
he a
irpor
t.
They
vie
wed
Par
is fr
om th
e to
p of
the
Eiffe
l Tow
er.
14G
ram
mar
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ctic
e B
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:03
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© H
arco
urt
• G
rade
5
Nam
e
Less
on
4R
ead
th
is p
art
of
a st
uden
t’s
roug
h d
raft
. Th
en a
nsw
er t
he
que
stio
ns
bel
ow
.
(1) M
y cl
ass
too
k a
tri
p t
o W
ash
ing
ton
, D.C
. (2) W
e w
ent
to t
he
Cap
ito
l. (3
) Th
e w
ho
le c
lass
wen
t to
th
e L
inco
ln M
emo
rial
. (4) M
y te
ach
er
arra
ng
ed a
to
ur
of
the
Wh
ite
Ho
use
fo
r u
s. (5
) It
was
ver
y ex
citi
ng.
(6) L
earn
ed a
lot.
1.
Whi
ch s
ente
nce
is m
issi
ng
a su
bjec
t?A
Sent
ence
1
BSe
nten
ce 2
CSe
nten
ce 5
DSe
nten
ce 6
2.
Whi
ch is
the
com
ple
te s
ubje
ct
in S
ente
nce
1?A
clas
sB
My
clas
sC
took
DW
ashi
ngto
n, D
.C.
3.
Whi
ch is
the
sim
ple
pre
dica
te
in S
ente
nce
2?A
We
Bw
ent
Cw
ent
to t
he C
apito
lD
to t
he C
apito
l
4.
Whi
ch is
the
com
ple
te p
redi
cate
in
Sen
tenc
e 5?
Aw
as v
ery
exci
ting
BIt
Cw
asD
exci
ting
5.
Whi
ch is
the
sim
ple
pre
dica
te
in S
ente
nce
4?A
My
teac
her
Bte
ache
rC
arra
nged
Dar
rang
ed a
tou
r of
the
W
hite
Hou
se fo
r us
6.
Whi
ch is
the
sim
ple
sub
ject
in
Sen
tenc
e 3?
A
The
who
le c
lass
Bth
e Li
ncol
n M
emor
ial
Cw
ent
to t
he L
inco
ln M
emor
ial
Dcl
ass
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
15G
ram
mar
Pra
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e B
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:38
AM
10 Student Edition pp. 14–15
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e C
om
ple
te a
nd
Si
mp
le S
ub
ject
s an
d P
red
icat
es
Less
on
4A
dd
a s
ubje
ct o
r a
pre
dic
ate
to c
om
ple
te e
ach
sen
ten
ce.
Lab
el t
he
par
t yo
u ad
ded
.
1.
Jos
eph
.
2.
b
roke
dow
n th
ree
bloc
ks fr
om t
he h
otel
.
3.
The
airp
lane
.
4.
w
ere
at t
he t
heat
er.
5.
The
tax
i .
Wri
te a
sen
ten
ce u
sin
g t
he
sim
ple
sub
ject
an
d t
he
sim
ple
pre
dic
ate
giv
en.
6.
I, l
ost
7.
The
ala
rm c
lock
, was
8.
Jes
sie,
tel
epho
ned
9.
We,
wal
ked
10.
Tal
isha
, saw
Poss
ible
resp
onse
s ar
e sh
own.
wen
t to
the
mus
eum
; pre
dica
te
The
tour
bus
; sub
ject
took
off
for P
aris
at 8
:00
P.M
.; pr
edic
ate
The
ticke
ts; s
ubje
ct
sped
dow
n th
e ro
ad; p
redi
cate
I los
t my
wal
let.
The
alar
m c
lock
was
in th
e su
itcas
e.
Jess
ie te
leph
oned
the
rest
aura
nt to
mak
e a
rese
rvat
ion.
We
wal
ked
to th
e co
ncer
t hal
l.
Talis
ha s
aw b
oats
on
the
river
.
Poss
ible
resp
onse
s ar
e sh
own. 16
Gra
mm
ar P
ract
ice
Bo
ok
RXE
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.indd
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06
7:01
:25
AM
© H
arco
urt
• G
rade
5
Nam
e
Less
on
5R
ead
th
is p
art
of
a st
uden
t’s
roug
h d
raft
. Th
en a
nsw
er t
he
que
stio
ns
bel
ow
.
(1) W
hy
do
es o
ur
sch
oo
l hav
e a
tale
nt
sho
w e
very
yea
r. (2
) Ou
r st
ud
ents
hav
e so
me
very
un
usu
al t
alen
ts. (3
) Jav
ier
per
form
s so
me
amaz
ing
tri
cks.
(4) R
ian
na
trai
ned
her
do
g t
o b
alan
ce a
bal
l on
its
no
se! (5
) Mak
e su
re t
o g
o
to t
he
tale
nt
sho
w. (6
) It
is a
lot
of
fun
an
d f
ull
of
surp
rise
s!
1.
Whi
ch is
a c
orre
ct d
ecla
rativ
e se
nten
ce?
A
Sent
ence
1B
Se
nten
ce 2
C
Sent
ence
5D
Se
nten
ce 6
2.
Whi
ch is
an
imp
erat
ive
sent
ence
?A
Se
nten
ce 2
B
Sent
ence
3C
Se
nten
ce 4
D
Sent
ence
5
3.
Whi
ch s
ente
nce
has
an in
corr
ect
end
mar
k?A
Se
nten
ce 1
B
Sent
ence
2C
Se
nten
ce 3
D
Sent
ence
5
4.
Whi
ch t
ype
of s
ente
nce
is
Sent
ence
1?
A
decl
arat
ive
B
excl
amat
ory
C
inte
rrog
ativ
eD
im
per
ativ
e
5.
Whi
ch is
an
excl
amat
ory
sent
ence
?A
Se
nten
ce 1
B
Sent
ence
2C
Se
nten
ce 4
D
Sent
ence
5
6.
Whi
ch t
ype
of s
ente
nce
is
Sent
ence
6?
A
decl
arat
ive
B
excl
amat
ory
C
inte
rrog
ativ
eD
im
per
ativ
e
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
17G
ram
mar
Pra
ctic
e B
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k
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/06
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7:44
AM
11 Student Edition pp. 16–17
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e
Less
on
5
1.
Whi
ch is
the
sim
ple
pre
dica
te in
Se
nten
ce 2
?A
A
shle
yB
of
ten
C
pla
ysD
so
los
2.
Whi
ch is
the
err
or in
Sen
tenc
e 3?
A
It la
cks
a su
bjec
t.B
It
lack
s a
pre
dica
te.
C
It s
houl
d be
inte
rrog
ativ
e.D
It
sho
uld
be im
per
ativ
e.
3.
Whi
ch is
the
sim
ple
sub
ject
in
Sent
ence
4?
A
Her
B
teac
her
C
intr
oduc
edD
m
usic
ians
4.
Whi
ch is
the
com
ple
te p
redi
cate
in
Sen
tenc
e 4?
A
Her
tea
cher
B
has
intr
oduc
edC
ha
s in
trod
uced
her
to
som
e w
ell-k
now
n m
usic
ians
D
wel
l-kno
wn
mus
icia
ns
5.
Whi
ch is
the
sim
ple
pre
dica
te
in S
ente
nce
5?A
A
shle
yB
p
ract
ices
at
leas
t th
ree
hour
s a
day
C
at le
ast
thre
e ho
urs
a da
yD
p
ract
ices
6.
Whi
ch is
the
com
ple
te s
ubje
ct
in S
ente
nce
2?A
A
shle
yB
p
lays
C
solo
sD
co
ncer
ts
(1) I
th
ink
th
at A
shle
y w
ill b
e a
fam
ou
s vi
oli
nis
t so
med
ay. (2
) Ash
ley
oft
en
pla
ys s
olo
s in
th
e sc
ho
ol c
on
cert
s. (3
) an
d w
ins
som
e b
ig c
om
pet
itio
ns.
(4) H
er
teac
her
has
intr
od
uce
d h
er t
o s
om
e w
ell-
kn
ow
n m
usi
cian
s. (5
) Ash
ley
pra
ctic
es
at le
ast
thre
e h
ou
rs a
day
. (6) I
do
n’t
kn
ow
ho
w s
he
do
es it
!
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
18G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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06
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:00
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© H
arco
urt
• G
rade
5
Nam
eC
om
po
un
dSu
bje
cts
and
Pr
edic
ates
Less
on
6C
om
bin
e th
e p
air
of
sen
ten
ces
into
on
e se
nte
nce
wit
h a
co
mp
oun
d s
ubje
ct.
1.
The
par
k op
ened
at
8:00
A.M
. The
bea
ch o
pen
ed a
t 8:
00 A
.M.
2.
Reb
ecca
wen
t to
the
pic
nic.
Mar
k w
ent
to t
he p
icni
c.
3.
Eric
sw
am in
the
oce
an. G
abrie
l sw
am in
the
oce
an.
4.
Som
etim
es, C
hery
l tau
ght
volle
ybal
l. O
ther
tim
es, D
anie
l tau
ght
volle
ybal
l.
5.
Mom
dro
ve T
im t
o th
e be
ach.
Som
etim
es, D
ad d
rove
Tim
to
the
beac
h.
Co
mb
ine
the
pai
r o
f se
nte
nce
s in
to o
ne
sen
ten
ce w
ith
a c
om
po
und
pre
dic
ate.
6.
I w
ent
swim
min
g. S
omet
imes
, I p
laye
d vo
lleyb
all i
nste
ad.
7.
Jes
sie
built
a s
and
cast
le a
t th
e be
ach.
Jess
ie d
ug a
tun
nel t
hrou
gh it
.
8.
Kar
eem
sat
on
a be
nch.
Kar
eem
ate
ice
crea
m.
9.
Jen
na w
alke
d al
ong
the
beac
h. Je
nna
colle
cted
she
lls.
10.
We
pla
ced
the
tow
els
on t
he s
and.
We
open
ed t
he b
each
um
brel
la.
Mom
or D
ad d
rove
Tim
to th
e be
ach.
Rebe
cca
and
Mar
k w
ent t
o th
e pi
cnic
.
The
park
and
the
beac
h op
ened
at 8
:00
a.m
.
Cher
yl o
r Dan
iel t
augh
t vol
leyb
all.
I wen
t sw
imm
ing
or p
laye
d vo
lleyb
all.
Jess
ie b
uilt
a sa
nd c
astle
at t
he b
each
and
dug
a tu
nnel
thro
ugh
it.
Kare
em s
at o
n a
benc
h an
d at
e ic
e cr
eam
.
We
plac
ed th
e to
wel
s on
the
sand
and
ope
ned
the
beac
h um
brel
la.
Eric
and
Gab
riel s
wam
in th
e oc
ean.
Jenn
a w
alke
d al
ong
the
beac
h an
d co
llect
ed s
hells
.
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ram
mar
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e B
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:39
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12 Student Edition pp. 18–19
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
eC
om
po
un
dSu
bje
cts
and
Pr
edic
ates
Less
on
6In
eac
h s
ente
nce
, un
der
line
the
com
po
und
sub
ject
or
circ
le t
he
com
po
und
pre
dic
ate.
1.
Vic
toria
dre
w p
ictu
res,
scu
lpte
d cl
ay, a
nd m
ade
mos
aics
.
2.
Jon
atha
n, h
is b
roth
er, a
nd t
heir
par
ents
mad
e di
nner
tog
ethe
r.
3.
We
drov
e to
the
mal
l, w
ent
shop
pin
g, a
nd a
te a
t a
near
by r
esta
uran
t.
4.
Luc
y, M
olly
, and
Rac
hel p
laye
d in
the
yar
d.
5.
Nic
hola
s, P
aul,
and
Stev
e w
ent
to t
he g
ym.
6.
Jos
h, S
tacy
, Rog
er, a
nd L
inda
wor
ked
on t
he p
roje
ct.
7.
Den
ise
swam
tw
o la
ps,
ran
50
yard
s, a
nd ju
mp
ed h
urdl
es in
the
rac
e.
8.
Cha
n p
laye
d fie
ld h
ocke
y, d
id h
is h
omew
ork,
and
pra
ctic
ed t
he c
larin
et.
Use
th
e co
mp
oun
d s
ubje
cts
or
com
po
und
pre
dic
ates
to
wri
te c
om
ple
te s
ente
nce
s.
9.
Jul
io, M
ary,
and
Lis
a
10.
fed
the
dog
, was
hed
the
dish
es, a
nd s
wep
t th
e flo
or.
11.
Tam
ika,
her
par
ents
, and
I
12.
pla
yed
chec
kers
, fin
ishe
d a
puz
zle,
and
ate
din
ner.
13.
the
sna
ck b
ar, t
he r
esta
uran
t, a
nd t
he c
afe
14.
pra
ctic
ed t
he p
iano
, cle
aned
her
roo
m, a
nd w
ent
to b
ed.
15.
Mat
t, T
odd,
and
Mar
k
Poss
ible
resp
onse
s ar
e sh
own.
Julio
, Mar
y, a
nd L
isa
wen
t to
the
barb
ecue
.
We
fed
the
dog,
was
hed
the
dish
es, a
nd s
wep
t the
floo
r.
Tam
ika,
her
par
ents
, and
I cl
eane
d th
e ga
rage
.
Her f
amily
pla
yed
chec
kers
, fin
ishe
d a
puzz
le, a
nd a
te d
inne
r.
The
snac
k ba
r, th
e re
stau
rant
, and
the
cafe
ser
ved
sand
wic
hes.
Anna
pra
ctic
ed th
e pi
ano,
cle
aned
her
room
, and
wen
t to
bed.
Mat
t, To
dd, a
nd M
ark
took
the
bus.
20G
ram
mar
Pra
ctic
e B
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k
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:02
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arco
urt
• G
rade
5
Nam
e
Less
on
6R
ead
th
is p
art
of
a st
uden
t’s
roug
h d
raft
. Th
en a
nsw
er t
he
que
stio
ns
that
fo
llow
.
(1) J
uan
ita
and
her
fam
ily
cele
bra
ted
Ju
anit
a’s
bir
thd
ay w
ith
a f
esti
ve p
icn
ic in
th
e
par
k. (2
) Ju
anit
a’s
par
ents
co
ok
ed h
er f
avo
rite
fo
od
s fo
r th
e p
icn
ic a
nd
bro
ug
ht
a p
iñat
a
to h
ang
fro
m a
tre
e. (3
) Ju
anit
a’s
sist
er b
rou
gh
t m
usi
c. (4
) Man
y fr
ien
ds
and
fam
ily
mem
ber
s w
ent
to t
he
par
ty. (5
) Th
ey a
te, d
ance
d t
o t
he
mu
sic,
an
d r
ush
ed t
o g
rab
all
the
can
dy
that
fel
l fro
m t
he
bro
ken
piñ
ata.
1.
Whi
ch is
the
com
pou
nd s
ubje
ct
in S
ente
nce
1?A
Juan
itaB
cele
brat
edC
fest
ive
pic
nic
DJu
anita
and
her
fam
ily
2.
Whi
ch s
ente
nce
has
a co
mp
ound
su
bjec
t?A
Sent
ence
2B
Sent
ence
3C
Sent
ence
4D
Sent
ence
5
3.
Whi
ch s
ente
nce
has
a co
mp
ound
p
redi
cate
?A
Sent
ence
1B
Sent
ence
2C
Sent
ence
3D
Sent
ence
4
4.
Whi
ch is
the
com
pou
nd p
redi
cate
in
Sen
tenc
e 5?
ATh
ey a
te, d
ance
d, a
nd r
ushe
dB
ate,
dan
ced
Cat
e, d
ance
d to
the
mus
ic, a
nd
rush
ed t
o gr
ab a
ll th
e ca
ndy
that
fe
ll fr
om t
he b
roke
n p
iñat
a.D
all t
he c
andy
tha
t fe
ll fr
om t
he
brok
en p
iñat
a
5.
Whi
ch is
the
con
junc
tion
that
join
s th
e tw
o su
bjec
ts in
Sen
tenc
e 1?
Afa
mily
Ban
dC
her
Dbi
rthd
ay
6.
Whi
ch is
the
con
junc
tion
that
join
s th
e th
ree
pre
dica
tes
in S
ente
nce
5?A
They
Bda
nced
Can
dD
rush
ed
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
21G
ram
mar
Pra
ctic
e B
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:32
AM
13 Student Edition pp. 20–21
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e C
om
po
un
dSu
bje
cts
and
Pr
edic
ates
Less
on
6U
nd
erlin
e th
e co
mp
oun
d s
ubje
ct in
th
e se
nte
nce
. Cir
cle
the
con
jun
ctio
n t
hat
join
s th
e su
bje
cts.
1.
Jan
and
Kat
e m
ake
a p
rese
ntat
ion
abou
t ou
r fa
vorit
e th
ings
.
2.
Soc
cer
and
base
ball
are
the
two
mos
t p
opul
ar s
por
ts.
3.
Chi
cken
, ham
burg
ers,
and
cor
n on
the
cob
are
my
thre
e fa
vorit
e fo
ods.
4.
Milk
and
juic
e ar
e tw
o dr
inks
Lui
s lik
es.
5.
Oat
mea
l and
bro
ccol
i are
the
tw
o fo
ods
I lik
e th
e le
ast.
Wri
te a
sen
ten
ce w
ith
a c
om
po
und
pre
dic
ate
that
an
swer
s th
e q
uest
ion
. U
nd
erlin
e th
e co
mp
oun
d p
red
icat
e. C
ircl
e th
e co
nju
nct
ion
th
at jo
ins
the
pre
dic
ates
.
6.
Wha
t do
you
do
on a
rai
ny S
atur
day?
7.
Wha
t ar
e th
ree
thin
gs t
hat
you
do a
fter
sch
ool?
8.
Wha
t ar
e th
ree
thin
gs y
ou d
o w
ith y
our
frie
nds?
9.
Wha
t do
you
do
at t
he b
each
?
10.
Wha
t ar
e tw
o th
ings
you
do
in t
he m
orni
ng b
efor
e yo
u go
to
scho
ol?
Poss
ible
resp
onse
s ar
e sh
own.
I rea
d a
book
or l
iste
n to
mus
ic.
I pla
y so
ccer
, do
my
hom
ewor
k, a
nd re
ad a
mag
azin
e.
We
play
spo
rts, g
o to
the
beac
h, a
nd w
atch
mov
ies.
I sw
im o
r col
lect
she
lls.
I get
dre
ssed
and
eat
bre
akfa
st.
22G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_022
.indd
22
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06
7:24
:55
AM
© H
arco
urt
• G
rade
5
Nam
eSi
mp
le a
nd
Co
mp
ou
nd
Sen
ten
ces
Less
on
7
Wri
te t
hre
e se
nte
nce
s ab
ou
t yo
ur
favo
rite
cir
cus
act.
Incl
ud
e a
sim
ple
sen
ten
ce a
nd
a
com
po
un
d s
ente
nce
.
Lab
el t
he
sen
ten
ce a
s si
mpl
e o
r co
mpo
und.
Cir
cle
the
con
jun
ctio
n in
eac
h c
om
po
und
sen
ten
ce.
1.
Eve
ryon
e w
as e
xcite
d, fo
r th
e ci
rcus
was
com
ing.
2.
The
acr
obat
s p
erfo
rmed
on
the
tram
pol
ine.
3.
One
clo
wn
jugg
led
balls
, and
the
oth
er p
erfo
rmed
funn
y st
unts
.
4.
The
per
form
er c
limbe
d a
rop
e up
to
the
trap
eze.
5.
The
acr
obat
s m
ust
focu
s th
eir
atte
ntio
n, o
r th
ey m
ight
fall
off t
he w
ire.
6.
The
clo
wn
mad
e a
coin
dis
app
ear,
but
it w
as o
nly
a tr
ick.
Wri
te a
n e
xam
ple
of
the
typ
e o
f se
nte
nce
nam
ed. U
se c
om
mas
co
rrec
tly.
7.
sim
ple
sen
tenc
e
8.
com
pou
nd s
ente
nce
9.
sim
ple
sen
tenc
e w
ith a
com
pou
nd s
ubje
ct
10.
sim
ple
sen
tenc
e w
ith a
com
pou
nd p
redi
cate
11.
com
pou
nd s
ente
nce
with
a c
omp
ound
sub
ject
12.
com
pou
nd s
ente
nce
with
a c
omp
ound
pre
dica
te
Acce
pt re
ason
able
resp
onse
s.
com
poun
dsi
mpl
eco
mpo
und
sim
ple
com
poun
dco
mpo
und
Poss
ible
resp
onse
s ar
e sh
own.
The
elep
hant
par
aded
aro
und
the
circ
us ri
ng.
The
audi
ence
app
laud
ed lo
udly
, and
som
e pe
ople
che
ered
.
The
tiger
and
its
train
er e
nter
ed th
e ci
rcus
ring
.
The
perfo
rmer
did
a c
artw
heel
on
the
bala
nce
beam
and
jum
ped
off.
My
mot
her a
nd I
sat i
n th
e fro
nt ro
w, a
nd m
y si
ster
and
a fr
iend
The
perfo
rmer
s bo
wed
and
wav
ed, a
nd th
en th
ey le
ft th
e rin
g.
sat b
ehin
d us
.
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:54
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14 Student Edition pp. 22–23
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
eSi
mp
le a
nd
Co
mp
ou
nd
Sen
ten
ces
Less
on
7Th
e se
nte
nce
s ar
e co
mb
ined
inco
rrec
tly.
Rew
rite
th
e co
mb
ined
sen
ten
ce c
orr
ectl
y.
1.
The
jugg
ler
jugg
led
app
les,
he
also
jugg
led
oran
ges.
2.
The
clo
wns
mad
e fu
nny
nois
es t
he m
imes
mad
e fu
nny
face
s.
3.
The
mag
icia
n sh
owed
an
emp
ty h
at t
hen
he p
ulle
d a
colo
rful
sca
rf fr
om it
.
4.
The
art
ist
coul
d m
ake
a ba
lloon
in t
he s
hap
e of
a p
oodl
e I c
ould
cho
ose
anot
her
anim
al s
hap
e.
5.
My
sist
er w
ent
to a
diff
eren
t ci
rcus
last
yea
r sh
e sa
id t
his
one
was
mor
e fu
n.
Rew
rite
th
e ru
n-o
n s
ente
nce
as
two
sep
arat
e se
nte
nce
s.
6.
The
hor
ses
circ
led
the
ring
then
the
y st
oppe
d.
7.
The
tro
upe
had
fifte
en p
eop
le t
hey
incl
uded
clo
wns
and
acr
obat
s.
8.
I w
ante
d m
y fa
ce p
aint
ed li
ke t
he c
low
ns’ n
ow m
y no
se h
as a
big
red
sp
ot!
Pos
sibl
e re
spon
ses
are
show
n.
The
jugg
ler j
uggl
ed a
pple
s, a
nd h
e al
so ju
ggle
d or
ange
s.
The
clow
ns m
ade
funn
y no
ises
, and
the
mim
es m
ade
funn
y fa
ces.
The
mag
icia
n sh
owed
an
empt
y ha
t, an
d th
en h
e pu
lled
a co
lorfu
l sca
rf fro
m it
.
The
artis
t cou
ld m
ake
a ba
lloon
in th
e sh
ape
of a
poo
dle,
or I
coul
d ch
oose
ano
ther
ani
mal
sha
pe.
My
sist
er w
ent t
o a
diffe
rent
circ
us la
st y
ear,
but s
he s
aid
this
one
was
mor
e fu
n.
The
hors
es c
ircle
d th
e rin
g. T
hen
they
sto
pped
.
The
troup
e ha
d fif
teen
peo
ple.
The
y in
clud
ed c
low
ns a
nd a
crob
ats.
I wan
ted
my
face
pai
nted
like
the
clow
ns’.
Now
my
nose
has
a bi
g re
d sp
ot!
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mar
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:52
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arco
urt
• G
rade
5
Nam
e
Less
on
7R
ead
th
is p
art
of
a st
uden
t’s
roug
h d
raft
. Th
en a
nsw
er t
he
que
stio
ns
that
fo
llow
.
(1) T
he
circ
us
is c
om
ing
to t
ow
n I
am
so
exc
ited
! (2) E
liza
bet
h a
nd
I
alre
ady
hav
e ti
cket
s to
it. (3
) My
favo
rite
par
t is
th
e tr
apez
e ar
tist
s’ st
un
ts,
bu
t I
wo
rry
that
th
e p
erfo
rmer
s m
igh
t fa
ll. (4
) Eli
zab
eth
an
d I
love
to
wat
ch t
he
mag
icia
ns,
bu
t th
eir
tric
ks
are
too
go
od
fo
r u
s to
fig
ure
ou
t!
(5) W
e al
so e
njo
y w
atch
ing
the
bal
loo
n a
rtis
ts a
nd
love
to
hav
e o
ur
face
s
pai
nte
d.
1.
Whi
ch is
a c
orre
ct s
imp
le s
ente
nce?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 4
2.
Whi
ch is
a c
orre
ct c
omp
ound
se
nten
ce?
ASe
nten
ce 1
B
Sent
ence
2
CSe
nten
ce 4
DSe
nten
ce 5
3.
Whi
ch is
a r
un-o
n se
nten
ce?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 4
4.
Whi
ch is
a s
imp
le s
ente
nce
with
a c
omp
ound
sub
ject
?A
Sent
ence
1B
Sent
ence
2C
Sent
ence
3D
Sent
ence
4
5.
Whi
ch is
a s
imp
le s
ente
nce
with
a c
omp
ound
pre
dica
te?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
6.
Whi
ch is
a c
omp
ound
sen
tenc
e th
at c
onta
ins
a co
mp
ound
sub
ject
?A
Sent
ence
1B
Sent
ence
2C
Sent
ence
3D
Sent
ence
4
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
25G
ram
mar
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ctic
e B
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7:11
:20
AM
15 Student Edition pp. 24–25
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e Si
mp
le a
nd
Co
mp
ou
nd
Sen
ten
ces
Less
on
7La
bel
th
e se
nte
nce
as
sim
ple
sent
ence
, sim
ple
sent
ence
wit
h co
mpo
und
subj
ect,
sim
ple
sent
ence
wit
h co
mpo
und
pred
icat
e,
com
poun
d se
nten
ce, c
ompo
und
sent
ence
wit
h co
mpo
und
subj
ect,
o
r co
mpo
und
sent
ence
wit
h co
mpo
und
pred
icat
e.
1.
The
clo
wns
mak
e us
laug
h.
2.
My
favo
rite
per
form
er is
not
in t
his
show
, but
I th
ink
it w
ill b
e go
od a
nyw
ay.
3.
Noa
h an
d I w
ante
d to
hav
e ou
r fa
ces
pai
nted
, but
the
re w
asn’
t en
ough
tim
e be
fore
th
e sh
ow.
4.
The
clo
wns
and
the
mim
es c
omp
eted
for
atte
ntio
n fr
om t
he a
udie
nce.
5.
The
tig
ers
look
ed s
cary
, but
the
y ob
eyed
the
ir tr
aine
r’s c
omm
ands
and
beh
aved
ver
y
w
ell.
Rew
rite
th
e se
nte
nce
co
rrec
tly.
Ad
d a
co
nju
nct
ion
in t
he
corr
ect
pla
ce.
6.
Ale
x ha
d be
tter
be
on t
ime,
I w
ill g
o in
to t
he t
ent
with
out
him
!
7.
The
bal
loon
art
ists
wor
ked
befo
re t
he s
how
, lat
er, t
hey
wat
ched
the
circ
us w
ith u
s.
8.
We
live
far
from
the
the
ater
, we
arriv
ed o
n tim
e.
9.
The
jugg
lers
str
uggl
ed, t
hey
had
too
muc
h to
han
dle.
10.
My
favo
rite
show
is t
he c
ircus
, I g
o ev
ery
year
!
sim
ple
sent
ence
com
poun
d se
nten
ce
com
poun
d se
nten
ce w
ith c
ompo
und
subj
ect
sim
ple
sent
ence
with
com
poun
d su
bjec
t
com
poun
d se
nten
ce w
ith c
ompo
und
pred
icat
e
Pos
sibl
e re
spon
ses
are
show
n.
Alex
had
bet
ter b
e on
tim
e, o
r I w
ill g
o in
to th
e te
nt w
ithou
t him
!
The
ballo
on a
rtist
s w
orke
d be
fore
the
show
, and
late
r, th
ey w
atch
ed th
e ci
rcus
with
us.
We
live
far f
rom
the
thea
ter,
but w
e ar
rived
on
time.
The
jugg
lers
stru
ggle
d, fo
r the
y ha
d to
o m
uch
to h
andl
e.
My
favo
rite
show
is th
e ci
rcus
, and
I go
eve
ry y
ear!
26G
ram
mar
Pra
ctic
e B
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06
7:12
:56
AM
© H
arco
urt
• G
rade
5
Nam
ePr
epo
siti
on
alPh
rase
s
Less
on
8
Wri
te a
few
sen
ten
ces
abo
ut
the
Un
ited
Sta
tes.
Incl
ud
e a
pre
po
siti
on
al p
hra
se in
ea
ch s
ente
nce
. Un
der
line
the
pre
po
siti
on
, an
d c
ircl
e th
e o
bje
ct o
f th
e p
rep
osi
tio
n.
Un
der
line
the
pre
po
siti
on
al p
hra
se in
th
e se
nte
nce
. C
ircl
e th
e p
rep
osi
tio
n.
1.
The
Rev
olut
iona
ry W
ar t
ook
pla
ce b
etw
een
1775
and
178
3.
2.
The
re w
ere
man
y ba
ttle
s du
ring
the
Revo
lutio
nary
War
.
3.
Gen
eral
Was
hing
ton
mov
ed h
is t
roop
s ac
ross
the
Del
awar
e Ri
ver.
4.
The
Am
eric
ans
foug
ht w
ith d
eter
min
atio
n.
5.
The
ir lo
ve fo
r th
eir
coun
try
was
dee
p.
Un
der
line
the
pre
po
siti
on
al p
hra
se. W
rite
on
th
e lin
e th
e p
rep
osi
tio
n
and
its
ob
ject
.
6.
The
sol
dier
s m
oved
tow
ard
the
fron
t lin
e.
7.
The
ene
my
was
wai
ting
by t
he s
tate
bor
der.
8.
We
wai
ted
until
daw
n to
att
ack
the
enem
y.
9.
The
sol
dier
s st
ood
on a
nar
row
brid
ge.
10.
The
sol
dier
s cr
osse
d th
e riv
er t
o th
e p
enin
sula
.
Acc
ept r
easo
nabl
e re
spon
ses.
tow
ard,
line
by, b
orde
r
until
, daw
n
on, b
ridge
to, p
enin
sula
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mar
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:02
AM
16 Student Edition pp. 26–27
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
ePr
epo
siti
on
alPh
rase
s
Less
on
8C
ho
ose
th
e co
rrec
t p
rep
osi
tio
n f
rom
th
e w
ord
s in
p
aren
thes
es, a
nd
rew
rite
th
e se
nte
nce
.
1.
Was
hing
ton’
s tr
oop
s cr
osse
d th
e D
elaw
are
Rive
r (in
, int
o) s
mal
l boa
ts.
2.
The
Am
eric
ans
esca
ped
(in
, int
o) P
enns
ylva
nia.
3.
Ham
ilton
and
Mon
roe
wer
e (a
mon
g, b
etw
een)
Was
hing
ton’
s of
ficer
s.
4.
The
Am
eric
an t
actic
s w
ere
not
like
thos
e (b
y, o
f) t
he B
ritis
h.
5.
The
arm
y sp
lit (
thro
ugh,
into
) tw
o gr
oup
s an
d ca
ught
the
Brit
ish
by s
urp
rise.
Ch
oo
se t
he
corr
ect
pre
po
siti
on
to
go
in t
he
bla
nk
in t
he
sen
ten
ce, a
nd
wri
te it
o
n t
he
line.
6.
The
Moh
awks
wer
e s
ever
al t
ribes
tha
t si
ded
with
the
Brit
ish.
7.
Was
hing
ton
used
the
tac
tic
sur
pris
e.
8.
Am
eric
an t
roop
s cr
osse
d th
e D
elaw
are
Dec
embe
r 25
th.
9.
The
y ro
wed
the
boa
ts
the
icy
river
.
10.
The
gen
eral
pre
par
ed h
is m
en
the
att
ack.
11.
The
Am
eric
ans
atta
cked
d
awn.
12.
The
Bat
tle o
f Tre
nton
last
ed fo
r tw
o ho
urs
the
tim
e it
star
ted.
acro
sso
fat
fro
mam
on
gfo
ro
n
Was
hing
ton’
s tro
ops
cros
sed
the
Dela
war
e Ri
ver i
n sm
all b
oats
.
The
Amer
ican
s es
cape
d in
to P
enns
ylva
nia.
Ham
ilton
and
Mon
roe
wer
e am
ong
Was
hing
ton’
s of
ficer
s.
The
Amer
ican
tact
ics
wer
e no
t lik
e th
ose
of th
e Br
itish
.
The
arm
y sp
lit in
to tw
o gr
oups
and
cau
ght t
he B
ritis
h by
sur
pris
amon
g
of
on
acro
ss
for
at
from
28G
ram
mar
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ctic
e B
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:58
AM
© H
arco
urt
• G
rade
5
Nam
e
Less
on
8R
ead
th
is p
art
of
a st
uden
t’s
roug
h d
raft
. Th
en a
nsw
er t
he
que
stio
ns
that
fo
llow
.
(1) T
he
gen
eral
sp
ok
e to
th
e so
ldie
rs. (2
) He
spo
ke
abo
ut
the
un
iqu
e
spir
it o
f th
e A
mer
ican
s. (3
) He
ask
ed t
he
sold
iers
to
fac
e w
ith
det
erm
inat
ion
the
dif
ficu
ltie
s th
at w
ere
to c
om
e. (4
) Th
e so
ldie
rs u
nd
erst
oo
d t
he
bru
tal
con
dit
ion
s. (5
) Th
ey k
new
th
at t
og
eth
er t
hey
wo
uld
tri
um
ph
ove
r th
e en
emy.
1.
Whi
ch is
the
pre
pos
ition
in
Sen
tenc
e 1?
Age
nera
lB
spok
eC
toD
sold
iers
2.
Whi
ch is
the
obj
ect
of t
he
pre
pos
ition
in S
ente
nce
1?A
gene
ral
Bsp
oke
Cto
Dso
ldie
rs
3.
How
man
y p
rep
ositi
onal
phr
ases
ar
e in
Sen
tenc
e 2?
Aon
eB
two
Cth
ree
Dfo
ur
4.
Whi
ch is
the
pre
pos
ition
al
phr
ase
in S
ente
nce
3?A
He
aske
dB
the
sold
iers
Cto
face
the
diff
icul
ties
Dw
ith d
eter
min
atio
n
5.
Whi
ch is
the
pre
pos
ition
in
Sen
tenc
e 3?
Aso
ldie
rsB
face
Cw
ithD
dete
rmin
atio
n
6.
Whi
ch s
ente
nce
does
not
con
tain
a
pre
pos
ition
al p
hras
e?A
Sent
ence
2B
Sent
ence
3C
Sent
ence
4D
Sent
ence
5
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
29G
ram
mar
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e B
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:25
AM
17 Student Edition pp. 28–29
RXENL08ATE51_GPB.indd 17RXENL08ATE51_GPB.indd 17 10/4/06 10:21:34 PM10/4/06 10:21:34 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e Pr
epo
siti
on
alPh
rase
s
Less
on
8U
nd
erlin
e th
e p
rep
osi
tio
nal
ph
rase
. Wri
te o
n t
he
line
the
pre
po
siti
on
an
d it
s o
bje
ct.
1.
The
y sa
t un
der
a tr
ee.
2.
The
y fo
ught
the
bat
tle in
the
day
light
.
3.
The
sol
dier
s w
ere
stat
ione
d ar
ound
the
ene
my.
4.
The
gen
eral
wat
ched
the
col
d, w
et s
oldi
ers
step
ont
o la
nd.
5.
The
sol
dier
s ro
se a
bove
the
cha
lleng
es a
nd a
chie
ved
vict
ory.
Rew
rite
th
e se
nte
nce
, ad
din
g a
pre
po
siti
on
to
fill
in t
he
bla
nk.
6.
The
y ca
rrie
d gu
ns
the
riv
er.
7.
The
y hi
d t
he b
ushe
s.
8.
The
sol
dier
s fo
ught
fr
eedo
m.
9.
Ano
ther
att
ack
daw
n w
as a
sur
pris
e.
10.
The
sol
dier
s w
ere
triu
mp
hant
t
he e
nd.
Poss
ible
resp
onse
s ar
e sh
own.
unde
r, tre
e
in, d
aylig
ht
arou
nd, e
nem
y
onto
, lan
d
abov
e, c
halle
nges
They
car
ried
guns
acr
oss
the
river
.
They
hid
beh
ind
the
bush
es.
The
sold
iers
foug
ht fo
r fre
edom
.
Anot
her a
ttack
at d
awn
was
a s
urpr
ise.
The
sold
iers
wer
e tri
umph
ant i
n th
e en
d.
30G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_030
.indd
30
9/19
/06
6:4
8:24
AM
© H
arco
urt
• G
rade
5
Nam
e
Cla
use
s an
dPh
rase
s;C
om
ple
xSe
nte
nce
s
Less
on
9Ea
ch s
ente
nce
has
on
e o
r tw
o c
laus
es. U
nd
erlin
e th
e in
dep
end
ent
clau
se. C
ircl
e th
e d
epen
den
t cl
ause
.
1.
The
art
ist
asse
mbl
ed t
he m
ater
ials
for
her
scul
ptu
re.
2.
She
use
d th
e ro
om a
s a
stud
io b
ecau
se it
had
so
muc
h na
tura
l lig
ht.
3.
The
ass
ista
nt p
rep
ared
the
sto
ne b
efor
e th
e ar
tist
bega
n to
scu
lpt.
4.
The
art
ist
com
ple
ted
the
wor
k in
one
wee
k.
5.
Whe
n th
e ar
tist
com
ple
ted
the
wor
k, s
he in
vite
d ga
llery
ow
ners
to
view
it.
6.
Tw
o ga
llery
ow
ners
bid
for
the
scul
ptu
re.
7.
Man
y p
eop
le a
dmire
d th
e sc
ulp
ture
.
Lab
el t
he
sen
ten
ce a
s si
mpl
e o
r co
mpl
ex. F
or
each
co
mp
lex
sen
ten
ce,
und
erlin
e th
e su
bo
rdin
atin
g c
on
jun
ctio
ns.
8.
The
loca
l art
ists
exh
ibite
d th
eir
late
st w
ork.
9.
Whe
n th
e le
ctur
e en
ded,
the
art
ists
ans
wer
ed q
uest
ions
from
the
aud
ienc
e.
10.
A g
irl in
my
art
clas
s w
on t
he c
onte
st t
hat
the
mus
eum
sp
onso
red.
11.
Art
stu
dent
s co
me
from
nea
r an
d fa
r al
thou
gh m
any
can
wal
k to
the
sch
ool f
rom
th
eir
hom
es.
12.
The
tea
cher
s co
me
from
all
over
the
wor
ld w
hich
hel
ps
stud
ents
lear
n di
ffere
nt id
eas
ab
out
art.
13.
The
stu
dent
s ex
amin
ed t
he p
aint
ings
at
the
exhi
bitio
n.
14.
The
art
was
stil
l in
the
galle
ry a
lthou
gh t
he s
how
end
ed y
este
rday
.
15.
Bec
ause
we
knew
tha
t th
e ex
hibi
tion
wou
ld b
e cr
owde
d, w
e ar
rived
ear
ly.
Wri
te t
hre
e co
mp
lex
sen
ten
ces
abo
ut
art.
Use
su
bo
rdin
atin
g c
on
jun
ctio
ns
such
as
alth
ou
gh
, bec
ause
, wh
en, o
r th
at t
o jo
in t
he
par
ts o
f ea
ch c
om
ple
x se
nte
nce
. Cir
cle
the
con
nec
tin
g w
ord
s. A
ccep
t rea
sona
ble
resp
onse
s.
sim
ple
com
plex
com
plex
com
plex
com
plex
sim
ple
com
plex
com
plex
31G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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_031
.indd
319/
19/0
66:
48:4
7AM
18 Student Edition pp. 30–31
RXENL08ATE51_GPB.indd 18RXENL08ATE51_GPB.indd 18 10/4/06 10:21:35 PM10/4/06 10:21:35 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e
Cla
use
s an
dPh
rase
s;C
om
ple
xSe
nte
nce
s
Less
on
9R
ewri
te t
he
pai
r o
f se
nte
nce
s to
fo
rm a
co
mp
lex
sen
ten
ce.
Use
th
e su
bo
rdin
atin
g c
on
jun
ctio
ns
in p
aren
thes
es (
) t
o jo
in
the
par
ts o
f th
e co
mp
lex
sen
ten
ce.
1.
The
re w
ere
man
y di
fficu
lties
. The
art
sch
ool w
as fi
nally
bui
lt. (
alth
ough
)
2.
The
bui
ldin
g w
as c
omp
lete
d. W
e he
ld a
n op
en h
ouse
. (w
hen)
3.
Thi
s ar
t sc
hool
is s
pec
ial.
Its
teac
hers
are
so
tale
nted
. (be
caus
e)
4.
Jua
n Pe
dro
is a
n ar
tist.
He
foun
ded
the
scho
ol. (
who
)
5.
The
tea
cher
s ga
ve c
lass
es in
art
his
tory
. The
cla
sses
hel
ped
dee
pen
the
stu
dent
s’
ap
pre
ciat
ion
of a
rt. (
whi
ch)
Co
mb
ine
the
pai
r o
f se
nte
nce
s in
to a
co
mp
lex
sen
ten
ce, u
sin
g a
sub
ord
inat
ing
co
nju
nct
ion
an
d in
sert
ing
th
e co
rrec
t p
unct
uati
on
. Un
der
line
the
sub
ord
inat
ing
co
nju
nct
ion
s.
6.
The
mat
eria
ls a
rriv
ed. T
he a
rtis
t be
gan
his
wor
k.
7.
The
pro
ject
was
cha
lleng
ing.
Man
y p
eop
le o
ffere
d th
eir
help
.
8.
Mor
e w
orke
rs w
ere
hire
d. T
his
mad
e th
e jo
b go
fast
er.
9.
Dav
id w
on t
he p
rize.
He
ente
red
man
y co
ntes
ts.
10.
The
cla
sses
wer
e sm
all.
The
stud
ents
lear
ned
mor
e.
Poss
ible
resp
onse
s ar
e sh
own.
Alth
ough
ther
e w
ere
man
y di
fficu
lties
, the
art
scho
ol w
as fi
nally
bu
ilt. W
hen
the
build
ing
was
com
plet
ed, w
e he
ld a
n op
en h
ouse
.
This
art
scho
ol is
spe
cial
bec
ause
its
teac
hers
are
so
tale
nted
.
Juan
Ped
ro is
an
artis
t who
foun
ded
the
scho
ol.
whi
ch h
elpe
d de
epen
the
stud
ents
’ app
reci
atio
n of
art.
The
teac
hers
gav
e cl
asse
s in
art
hist
ory,
Poss
ible
resp
onse
s ar
e sh
own.
Whe
n th
e m
ater
ials
arr
ived
, the
arti
st b
egan
his
wor
k.
proj
ect w
as c
halle
ngin
g, m
any
peop
le o
ffere
d th
eir h
elp.
Alth
ough
the
Mor
e w
orke
rs w
ere
hire
d, w
hich
mad
e th
e jo
b go
fast
er.
Befo
re D
avid
won
the
priz
e, h
e en
tere
d m
any
cont
ests
.
Beca
use
the
clas
ses
wer
e sm
all,
the
stud
ents
lear
ned
mor
e.
32G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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K51_
GPB
_032
.indd
329/
19/0
66:
49:0
3AM
© H
arco
urt
• G
rade
5
Nam
e
Less
on
9R
ead
th
is p
art
of
a st
uden
t’s
roug
h d
raft
. Th
en a
nsw
er t
he
que
stio
ns
that
fo
llow
.
(1) T
he
sch
oo
l pu
ts o
n a
n a
rt e
xhib
itio
n e
very
yea
r. (2
) Bec
ause
eac
h y
ear’
s
exh
ibit
ion
has
a d
iffe
ren
t th
eme,
a n
ew s
tud
ent
com
mit
tee
is e
lect
ed t
o s
elec
t ar
t fo
r it
.
(3) A
lth
ou
gh t
her
e ar
e m
any
entr
ies,
on
ly t
hre
e w
ork
s o
f ar
t ar
e se
lect
ed f
rom
eac
h g
rad
e.
(4) A
fter
th
e co
mm
itte
e se
lect
s ea
ch w
ork
, th
e gr
ou
p d
eter
min
es w
her
e th
e ar
t w
ill b
e
dis
pla
yed
. (5) S
om
etim
es t
he
arti
sts
are
ask
ed t
o w
rite
so
met
hin
g ab
ou
t th
eir
wo
rk.
1.
Whi
ch o
f the
se c
onta
ins
only
an
inde
pen
dent
cla
use?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 4
2.
Whi
ch o
f the
se is
NO
T a
com
ple
x se
nten
ce?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
3.
Whi
ch is
the
sub
ordi
natin
g co
njun
ctio
n in
Sen
tenc
e 2?
ABe
caus
eB
isC
for
Dst
uden
t
4.
Whi
ch is
the
dep
ende
nt c
laus
e in
Se
nten
ce 3
?A
Alth
ough
BA
lthou
gh t
here
are
man
y en
trie
sC
only
thr
ee w
orks
are
sel
ecte
dD
only
thr
ee w
orks
are
sel
ecte
d fr
om
each
gra
de
5.
Whi
ch is
the
inde
pen
dent
cla
use
in
Sent
ence
4?
AA
fter
the
com
mitt
ee s
elec
ts
each
wor
kB
the
com
mitt
ee s
elec
tsC
the
grou
p d
eter
min
esD
the
grou
p d
eter
min
es w
here
the
ar
t w
ill b
e di
spla
yed
6.
Whi
ch is
the
sub
ordi
natin
g co
njun
ctio
n in
Sen
tenc
e 4?
AA
fter
Bth
e co
mm
ittee
Cse
lect
sD
each
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
33G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_033
.indd
339/
9/06
7:20
:26
AM
19 Student Edition pp. 32–33
RXENL08ATE51_GPB.indd 19RXENL08ATE51_GPB.indd 19 10/4/06 10:21:36 PM10/4/06 10:21:36 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e
Cla
use
s an
dPh
rase
s;C
om
ple
xSe
nte
nce
s
Less
on
9A
dd
an
inde
pend
ent
clau
se o
r a
depe
nden
t cl
ause
as
sho
wn
in
th
e p
aren
thes
es t
o c
om
ple
te t
he
sen
ten
ce. P
unct
uate
se
nte
nce
s co
rrec
tly.
1.
Whe
n th
e st
uden
t ar
tist
show
ed h
is w
ork
to t
he t
each
er (
inde
pen
dent
)
2.
Jus
tin p
aint
ed s
tand
ing
up (
dep
ende
nt)
3.
Alth
ough
the
cla
ss w
as n
early
ove
r (in
dep
ende
nt)
4.
D
iane
bou
ght
som
e m
ore
colo
red
pen
cils
. (de
pen
dent
)
5.
Bef
ore
Tish
a st
arte
d to
pai
nt (
inde
pen
dent
)
Rew
rite
th
e p
air
of
sen
ten
ces
to f
orm
a c
om
ple
x se
nte
nce
. Use
th
e su
bo
rdin
atin
g
con
jun
ctio
ns
in t
he
par
enth
eses
to
join
th
e p
arts
of
the
com
ple
x se
nte
nce
.
6.
The
stu
dent
s sk
etch
ed p
ictu
res.
The
n th
ey p
aint
ed t
he m
ural
. (be
fore
)
7.
The
stu
dent
s co
mp
lete
d th
e m
ural
. The
y cl
eane
d up
. (af
ter)
8.
Jen
fini
shed
her
dra
win
g. S
he fo
und
a p
lace
to
disp
lay
it. (
whe
n)
9.
It
was
get
ting
dark
. The
stu
dio’
s lig
hts
wer
e tu
rned
on.
(be
caus
e)
10.
The
art
ist
chos
e br
ight
col
ors
for
the
pai
ntin
g. T
he p
aint
ing
show
ed t
he c
ount
rysi
de
on
a ra
iny
day.
(al
thou
gh)
Pos
sibl
e re
spon
ses
are
show
n.
Pos
sibl
e re
spon
ses
are
show
n.
aske
d so
me
ques
tions
.
com
forta
ble
wor
king
that
way
.
sket
ch fo
r her
nex
t pai
ntin
g.Af
ter s
he fi
nish
ed s
choo
l for
the
day,
Befo
re th
e st
uden
ts p
aint
ed th
e m
ural
, the
y sk
etch
ed p
ictu
res.
Afte
r the
stu
dent
s co
mpl
eted
the
mur
al, t
hey
clea
ned
up.
Whe
nJe
n fin
ishe
d he
r dra
win
g, s
he fo
und
a pl
ace
to d
ispl
ay it
.
Beca
use
it w
as g
ettin
g da
rk, t
he s
tudi
o’s
light
s w
ere
turn
ed o
n., she
, Tar
a qu
ickl
y m
ade
a
, she
mix
ed s
ome
colo
rs.
The
artis
t cho
se b
right
col
ors
for t
he
pain
ting
alth
ough
it s
how
ed th
e co
untr
ysid
e on
a ra
iny
day.
beca
use
he fe
lt m
ore
34G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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K51_
GPB
_034
.indd
34
9/19
/06
6:4
9:27
AM
© H
arco
urt
• G
rade
5
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) M
y fr
ien
ds
and
I w
ere
par
t o
f a
live
au
die
nce
fo
r a
tele
vise
d c
oo
kin
g s
ho
w.
(2) W
e w
atch
ed t
he
pre
par
atio
n o
f le
nti
l so
up,
an
d w
e sa
w w
hat
hap
pen
s b
ehin
d
the
scen
es, t
oo.
(3) T
he
chef
ch
op
ped
on
ion
, sli
ced
cel
ery,
an
d d
iced
car
rots
.
(4) H
e ad
ded
th
e ve
geta
ble
s to
an
oil
ed p
ot.
(5) H
e fi
lled
th
e p
ot
wit
h v
eget
able
sto
ck, a
dd
ed t
he
len
tils
, an
d b
rou
gh
t th
e m
ixtu
re t
o a
bo
il.
1.
Whi
ch s
ente
nce
cont
ains
a c
omp
ound
su
bjec
t?A
Se
nten
ce 1
B
Sent
ence
3C
Se
nten
ce 4
D
Sent
ence
5
2.
Whi
ch is
a s
imp
le s
ente
nce
with
a
com
pou
nd p
redi
cate
?A
Se
nten
ce 1
B
Sent
ence
2C
Se
nten
ce 3
D
Sent
ence
4
3.
Whi
ch is
the
sub
ject
of S
ente
nce
1?A
M
y fr
iend
s an
d I
B
audi
ence
C
ID
co
okin
g sh
ow
4.
Whi
ch is
the
pre
dica
te in
Sen
tenc
e 4?
A
He
B
adde
d th
e ve
geta
bles
to
an o
iled
pot
C
the
vege
tabl
es t
o an
oile
d p
otD
an
oile
d p
ot
5.
Whi
ch is
the
com
pou
nd p
redi
cate
in
Sen
tenc
e 5?
A
He
fille
dB
fil
led
the
pot
with
veg
etab
le s
tock
C
fille
d th
e p
ot w
ith v
eget
able
sto
ck,
adde
d th
e le
ntils
, and
bro
ught
the
m
ixtu
re t
o a
boil
D
the
mix
ture
to
a bo
il
6.
Whi
ch o
f the
se is
a c
omp
ound
se
nten
ce?
A
Sent
ence
1B
Se
nten
ce 2
C
Sent
ence
3D
Se
nten
ce 4
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
35G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_035
.indd
35
9/9/
06
7:26
:17
AM
20 Student Edition pp. 34–35
RXENL08ATE51_GPB.indd 20RXENL08ATE51_GPB.indd 20 10/4/06 10:21:38 PM10/4/06 10:21:38 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
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) O
ur
clas
s p
rep
ared
an
inte
rnat
ion
al b
uff
et lu
nch
, an
d it
was
del
icio
us!
(2) C
arlo
s b
rou
gh
t ta
cos
wh
ich
had
mea
t, b
ean
s, c
orn
, an
d
pep
per
s in
th
em. (3
) Pet
er b
rou
gh
t p
asta
bec
ause
he
is I
tali
an. (4
) Nic
ho
las
bro
ug
ht
a G
reek
pas
try
call
ed b
akla
va. (5
) Wh
en I
arr
ived
ho
me,
I t
old
my
mo
ther
th
at I
had
no
ro
om
fo
r d
inn
er!
1.
Whi
ch is
NO
T a
com
ple
x se
nten
ce?
A
Sent
ence
2B
Se
nten
ce 3
C
Sent
ence
4D
Se
nten
ce 5
2.
Whi
ch is
the
dep
ende
nt c
laus
e in
Sen
tenc
e 2?
A
Car
los
brou
ght
taco
sB
m
eat,
bea
ns, c
orn,
and
pep
per
s C
w
hich
had
mea
t, b
eans
, cor
n, a
nd
pep
per
s in
the
mD
ta
cos,
whi
ch h
ad m
eat,
bea
ns,
corn
, and
pep
per
s
3.
Whi
ch is
the
pre
pos
ition
al p
hras
e in
Sen
tenc
e 2?
A
Car
los
B
brou
ght
taco
s C
m
eat,
bea
ns, c
orn,
and
pep
per
sD
in
the
m
4.
Whi
ch is
the
pre
pos
ition
al p
hras
e in
Sen
tenc
e 5?
A
Whe
n I a
rriv
ed h
ome
B
I tol
d m
y m
othe
rC
no
roo
mD
fo
r di
nner
5.
Whi
ch is
the
sub
ordi
natin
g co
njun
ctio
n in
Sen
tenc
e 5?
A
Whe
nB
I
C
arriv
edD
ho
me
6.
Whi
ch is
the
inde
pen
dent
cla
use
in S
ente
nce
3?A
Pe
ter
brou
ght
B
Pete
r br
ough
t p
asta
C
beca
use
he is
Ital
ian
D
beca
use
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
36G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_036
.indd
36
9/19
/06
6:4
9:53
AM
© H
arco
urt
• G
rade
5
Nam
eC
om
mo
n a
nd
Pro
per
No
un
s
Less
on
11
Un
der
line
the
com
mo
n n
oun
s. C
ircl
e th
e p
rop
er n
oun
s.
1.
The
cre
w m
aint
aine
d th
e su
pp
lies
on t
he s
hip
.
2.
Jor
dan
Line
man
was
the
car
pen
ter.
3.
Mar
tin r
aise
d th
e sa
il on
the
mas
t ev
ery
mor
ning
.
4.
The
cap
tain
nam
ed t
he s
hip
Wor
ld S
ailo
r.
5.
The
sto
rm la
sted
for
days
.
6.
The
cre
w c
lean
ed t
he d
eck
on T
uesd
ay.
Rew
rite
th
e se
nte
nce
s, r
epla
cin
g t
he
und
erlin
ed w
ord
s w
ith
pro
per
no
uns.
Use
co
rrec
t ca
pit
aliz
atio
n.
7.
The
cap
tain
mad
e an
ann
ounc
emen
t.
8.
The
shi
p t
rave
led
to e
very
con
tinen
t.
9.
The
shi
p c
arrie
d ca
rgo
to t
wo
coun
trie
s.
10.
The
sto
rm m
oved
tow
ard
the
ocea
n.
11.
My
sist
er a
nd I
pla
yed
toge
ther
on
the
deck
.
12.
The
cre
w w
as e
xcite
d w
hen
the
ship
doc
ked
in a
city
.
Wri
te t
hre
e se
nte
nce
s ab
ou
t a
bo
at o
r so
met
hin
g e
lse
you
kn
ow
ab
ou
t. In
clu
de
bo
th
com
mo
n a
nd
pro
per
no
un
s.
Capt
ain
Arth
ur S
trom
mad
e an
ann
ounc
emen
t.
Wor
ld S
ailo
r tra
vele
d to
eve
ry c
ontin
ent.
The
ship
car
ried
carg
o to
Eng
land
and
Spa
in.
The
stor
m m
oved
tow
ard
the
Atla
ntic
Oce
an.
Eliz
abet
h an
d I p
laye
d to
geth
er o
n th
e de
ck.
The
crew
was
exc
ited
whe
n th
e sh
ip d
ocke
d in
Bos
ton.
Poss
ible
resp
onse
s ar
e sh
own.
Acce
pt re
ason
able
resp
onse
s.
37G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_037
.indd
379/
9/06
7:28
:04
AM
21 Student Edition pp. 36–37
RXENL08ATE51_GPB.indd 21RXENL08ATE51_GPB.indd 21 10/4/06 10:21:39 PM10/4/06 10:21:39 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
eC
om
mo
n a
nd
Pro
per
No
un
s
Less
on
11
Cir
cle
the
wo
rds
that
can
be
abb
revi
ated
.W
rite
th
e ab
bre
viat
ion
s.
1.
3,0
00 m
iles
2.
Mis
ter
Smith
3.
Mis
tres
s Ka
ne
4.
Aug
ust
14
5.
Doc
tor
Mye
rs
6.
Sep
tem
ber
7
7.
Frid
ay
8.
Pin
e St
reet
Rew
rite
eac
h s
ente
nce
. Rep
lace
eac
h a
bb
revi
atio
n w
ith
th
e fu
ll w
ord
.
9.
Mrs
. Red
ding
wen
t ba
ck t
o he
r ca
bin.
10.
Dr.
Selo
n to
ok c
are
of a
ny s
ick
pas
seng
ers.
11.
We
coul
d se
e M
t. H
ood
from
the
shi
p.
12.
Mr.
Loth
am w
as a
freq
uent
pas
seng
er o
n th
e sh
ip.
13.
The
boa
t en
tere
d th
e St
. Law
renc
e Ri
ver.
14.
The
pas
seng
ers
wan
dere
d do
wn
Cha
rles
Ave.
15.
Jas
on L
awso
n p
lann
ed t
o co
me
agai
n in
Nov
.
mi.
Mr.
Mrs
.Au
g.Dr
.Se
pt.
Fri.
St.
Mis
tress
Red
ding
wen
t bac
k to
her
cab
in.
Doct
or S
elon
took
car
e of
any
sic
k pa
ssen
gers
.
We
coul
d se
e M
ount
Hoo
d fro
m th
e sh
ip.
Mis
ter L
otha
m w
as a
freq
uent
pas
seng
er o
n th
e sh
ip.
The
boat
ent
ered
the
Sain
t Law
renc
e Ri
ver.
The
pass
enge
rs w
ande
red
dow
n Ch
arle
s Av
enue
.
Jaso
n La
wso
n pl
anne
d to
com
e ag
ain
in N
ovem
ber.
38G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_038
.indd
389/
9/06
7:29
:00
AM
© H
arco
urt
• G
rade
5
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) M
y fa
vori
te a
ctiv
ity
is b
oat
ing
at
cam
p w
ilm
ore
. (2) W
e ca
n g
o r
ow
ing,
kay
akin
g, o
r ca
no
ein
g. (3
) Jes
sie
and
Jo
an, t
he
life
gu
ard
s at
th
e ca
mp,
to
ok
us
on
a c
ano
e tr
ip in
Del
awar
e. (4
) Th
e ra
pid
s w
ere
scar
y, b
ut
we
mad
e it
!
(5) W
hen
we
retu
rned
to
cam
p, M
r. W
esto
n, t
he
hea
d o
f th
e ca
mp,
was
th
ere
to c
on
gra
tula
te u
s.
1.
Whi
ch s
ente
nce
cont
ains
an
erro
r in
ca
pita
lizat
ion?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 4
2.
How
man
y p
rop
er n
ouns
are
inSe
nten
ce 3
?A
one
Btw
oC
thre
eD
none
3.
Whi
ch o
f the
follo
win
g do
es n
ot
cont
ain
a p
rop
er n
oun?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
D
Sent
ence
5
4.
Whi
ch is
the
com
mon
nou
n in
Sent
ence
4?
Ara
pid
sB
wer
eC
but
Dm
ade
5.
Whi
ch s
ente
nce
cont
ains
an
abbr
evia
tion?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
6.
Whi
ch is
the
pro
per
nou
n in
Sent
ence
5?
AW
hen
BM
r. W
esto
nC
cam
pD
trip
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
39G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_039
.indd
399/
9/06
7:29
:47
AM
22 Student Edition pp. 38–39
RXENL08ATE51_GPB.indd 22RXENL08ATE51_GPB.indd 22 10/4/06 10:21:41 PM10/4/06 10:21:41 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e C
om
mo
n a
nd
Pro
per
No
un
s
Less
on
11
Un
der
line
the
com
mo
n n
oun
s. C
ircl
e th
e p
rop
er n
oun
s.
1.
The
shi
p t
rave
led
to A
lask
a.
2.
Mr.
and
Mrs
. Pea
rson
wer
e p
asse
nger
s.
3.
The
cre
w w
orke
d ha
rd t
o m
aint
ain
the
ship
.
4.
Sp
ence
r an
d Is
abel
le p
laye
d on
the
dec
k.
5.
Mic
hael
wen
t sa
iling
on
Lake
Gar
field
.
6.
The
dis
hes
slid
off
the
tabl
es d
urin
g th
e st
orm
.
Rew
rite
eac
h s
ente
nce
wit
h c
orr
ect
cap
ital
izat
ion
an
d p
unct
uati
on
. Th
en u
nd
erlin
e th
e p
rop
er n
oun
s.
7.
Mr
mill
er g
reet
ed t
he g
uest
s on
the
boa
t.
8.
The
boa
t do
cked
at
the
mar
ina
in m
onte
rey,
cal
iforn
ia.
9.
We
left
the
por
t at
st
augu
stin
e, fl
orid
a, o
n m
onda
y.
10.
mrs
jens
on g
azed
at
the
star
s.
11.
the
nam
e of
the
mili
tary
shi
p w
as t
he in
trep
id.
12.
my
mot
her
and
I wen
t ro
win
g on
cay
uga
lake
.
Mr.
Mill
er g
reet
ed th
e gu
ests
on
the
boat
.
The
boat
doc
ked
at th
e m
arin
a in
Mon
tere
y, C
alifo
rnia
.
We
left
the
port
at S
t. Au
gust
ine,
Flo
rida,
on
Mon
day.
Mrs
. Jen
son
gaze
d at
the
star
s.
The
nam
e of
the
mili
tary
shi
p w
as th
e In
trepi
d.
My
mot
her a
nd I
wen
t row
ing
on C
ayug
a La
ke.
40G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_040
.indd
40
9/9/
06
7:32
:09
AM
© H
arco
urt
• G
rade
5
Nam
eSi
ng
ula
r an
dPl
ura
l No
un
s
Less
on
12
Cir
cle
the
sin
gul
ar c
om
mo
n n
oun
s. U
nd
erlin
e th
ep
lura
l no
uns.
1.
Car
l is
a bi
olog
ist
who
stu
dies
inha
bita
nts
of t
he s
ea.
2.
A
per
son
shou
ld b
e re
spec
tful
of t
he h
abita
ts o
f oth
er c
reat
ures
.
3.
One
tid
al p
ool c
an c
onta
in m
any
pla
nts
and
anim
als.
4.
All
livin
g th
ings
mus
t be
abl
e to
ada
pt
to a
cha
ngin
g en
viro
nmen
t.
5.
Jen
rea
d th
ree
book
s th
is m
onth
, but
Lou
is r
ead
only
one
mag
azin
e.
6.
The
cou
nsel
or lo
st h
is w
atch
in a
big
wav
e.
7.
And
rew
com
pla
ined
abo
ut h
is w
et s
wea
ter
and
sock
s.
Ch
ang
e th
e n
oun
s in
par
enth
eses
( )
fro
m s
ing
ular
to
plu
ral a
nd
rew
rite
the
sen
ten
ces.
8.
The
red
(cr
ab)
can
be fo
und
near
the
(do
ck).
9.
My
(frie
nd)
used
(w
orm
) as
bai
t.
10.
We
cond
ucte
d th
e (s
tudy
) at
Cob
scoo
k Ba
y.
11.
The
(bo
y) a
te b
aked
(p
otat
o) fo
r lu
nch.
12.
The
(se
agul
l) la
nded
nea
r th
e (b
ush)
.
Mak
e a
list
of
thin
gs
you
can
fin
d in
yo
ur
ho
me.
Wri
te d
ow
n a
nd
lab
el t
hre
e it
ems
that
ar
e si
ng
ula
r an
d t
hre
e it
ems
that
are
plu
ral.
The
red
crab
s ca
n be
foun
d ne
ar th
e do
cks.
My
frien
ds u
sed
wor
ms
as b
ait.
We
cond
ucte
d th
e st
udie
s at
Cob
scoo
k Ba
y.
The
boys
ate
bak
ed p
otat
oes
for l
unch
.
The
seag
ulls
land
ed n
ear t
he b
ushe
s.
Acce
pt re
ason
able
resp
onse
s.
41G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_041
.indd
419/
9/06
7:33
:13
AM
23 Student Edition pp. 40–41
RXENL08ATE51_GPB.indd 23RXENL08ATE51_GPB.indd 23 10/4/06 10:21:42 PM10/4/06 10:21:42 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
eSi
ng
ula
r an
dPl
ura
l No
un
s
Less
on
12
Rew
rite
eac
h s
ente
nce
, usi
ng
th
e co
rrec
t p
lura
lfo
rm o
f th
e n
oun
in p
aren
thes
es.
1.
We
disp
laye
d th
e se
ashe
lls o
n th
e (s
helf)
.
2.
How
man
y (f
oot)
long
was
the
fish
you
cau
ght?
3.
We
ate
the
fish
with
fork
s an
d (k
nife
).
4.
Sai
lors
lead
inte
rest
ing
(life
).
5.
Som
etim
es r
ats
and
(mou
se)
com
e of
f the
shi
ps,
too
.
6.
I s
aw (
goos
e) fl
ying
by
the
shor
e.
7.
How
man
y (p
erso
n) v
isit
this
bea
ch e
ach
year
?
Wri
te t
he
corr
ect
plu
ral f
orm
of
each
sin
gul
ar c
om
mo
n n
oun
.
8.
The
chi
ld lo
ves
to s
wim
.
9.
The
wom
an g
oes
surf
ing.
10.
The
she
ep n
eeds
to
be s
hear
ed.
11.
I s
aw a
fox.
12.
My
toot
h is
hur
ting.
13.
A d
eer
wal
ks in
to t
he w
oods
.
14.
The
thi
ef c
rep
t aw
ay q
uiet
ly.
15.
The
loaf
was
sta
le.
We
disp
laye
d th
e se
ashe
lls o
n th
e sh
elve
s.
How
man
y fe
et lo
ng w
as th
e fis
h yo
u ca
ught
?
We
ate
the
fish
with
fork
s an
d kn
ives
.
Sailo
rs le
ad in
tere
stin
g liv
es.
Som
etim
es ra
ts a
nd m
ice
com
e of
f the
shi
ps, t
oo.
I saw
gee
se fl
ying
by
the
shor
e.
How
man
y pe
ople
vis
it th
is b
each
eac
h ye
ar?
child
ren
wom
ensh
eep
foxe
ste
eth
deer
thie
ves
loav
es
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arco
urt
• G
rade
5
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) Y
ou
may
th
ink
th
e d
eser
t d
oes
no
t su
pp
ort
life
of
any
kin
d,
bu
t th
at is
far
fro
m t
rue.
(2) A
des
erts
can
be
ho
me
to t
ho
usa
nd
s o
f
dif
fere
nt
pla
nts
. (3) T
he
har
sh e
nvi
ron
men
t m
akes
su
rviv
al d
iffi
cult
,
bu
t m
any
pla
nt
hav
e ad
apte
d. (4
) So
me
pla
nts
hav
e sp
iny
leaf
to
slo
w d
ow
n e
vap
ora
tio
n. (5
) Th
e ca
ctu
s is
an
exa
mp
le o
f th
is t
ype
of
pla
nt.
(6) I
t ev
olv
ed t
his
way
to
to
lera
te e
xtre
me
hea
t an
d e
nd
ure
lon
g d
rou
ghts
.
1.
Whi
ch s
ente
nce
has
no p
lura
ls?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 6
2.
Whi
ch is
the
cor
rect
plu
ral f
or le
af(S
ente
nce
4)?
Ale
afs
Ble
aves
Cle
afes
Dle
afie
s
3.
Whi
ch s
ente
nce
has
a p
lura
l nou
n w
here
a s
ingu
lar
noun
sho
uld
be?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 5
4.
Whi
ch s
ente
nce
has
a si
ngul
ar n
oun
whe
re a
plu
ral n
oun
shou
ld b
e?A
Sent
ence
1B
Sent
ence
2C
Sent
ence
3D
Sent
ence
5
5.
Whi
ch is
the
cor
rect
plu
ral
for
envi
ronm
ent
(Sen
tenc
e 3)
?A
envi
ronm
ent
Ben
viro
nmen
tsC
envi
ronm
ente
sD
envi
ronm
entie
s
6.
Whi
ch is
the
cor
rect
plu
ral f
or li
fe(S
ente
nce
1)?
Alif
eB
lifes
Cliv
eD
lives
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
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24 Student Edition pp. 42–43
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e Si
ng
ula
r an
dPl
ura
l No
un
s
Less
on
12
Wri
te t
he
sin
gul
ar f
orm
of
the
plu
ral n
oun
in e
ach
sen
ten
ce.
1.
We
wor
e sc
arve
s to
go
out
on d
eck.
2.
We
caug
ht m
any
fish
on t
he la
st t
rip.
3.
The
sp
ies
hid
in t
he s
ubm
arin
e.
4.
The
sai
lor
mad
e kn
ots
alon
g th
e le
ngth
of t
he r
ope.
5.
My
fath
er w
ore
blue
tie
s w
hen
he w
as in
the
Nav
y.
6.
The
cra
b p
ot h
ad la
tche
s on
its
side
.
7.
The
dol
phi
n na
viga
ted
by li
sten
ing
for
echo
es.
8.
Wer
e th
e kn
ives
kep
t in
a s
afe
pla
ce?
Rep
lace
all
sin
gul
ar c
om
mo
n n
oun
s w
ith
plu
rals
an
d r
ewri
te t
he
sen
ten
ces.
9.
The
sea
gull
ate
Car
l’s s
nack
!
10.
Be
sure
to
wea
r ru
bber
boo
ts if
you
hik
e th
roug
h th
e m
arsh
.
11.
The
bus
tra
vele
d da
ily t
o th
e ha
rbor
in B
osto
n.
12.
He
clut
ched
the
sta
rfis
h in
his
bar
e ha
nd.sc
arf
fish
spy
tieknot
latc
h
echo
knife
The
seag
ulls
ate
Car
l’s s
nack
s!
Be s
ure
to w
ear r
ubbe
r boo
ts if
you
hik
e th
roug
h th
e
mar
shes
.
The
buse
s tra
vele
d da
ily to
the
harb
ors
in B
osto
n.
He c
lutc
hed
the
star
fish
in h
is b
are
hand
s.
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arco
urt
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5
Nam
ePo
sses
sive
No
un
s
Less
on
13
Cir
cle
the
po
sses
sive
no
uns
and
un
der
line
the
com
mo
n n
oun
s th
at t
ell w
hat
th
ey p
oss
ess.
1.
Cin
dy s
tand
s on
the
boa
rdw
alk’
s st
eps.
2.
Gre
g’s
boat
is d
ocke
d in
New
Yor
k C
ity.
3.
Hav
e yo
u se
en t
he c
ity’s
mar
inas
?
4.
The
har
bor’s
shi
pp
ing
offic
e is
clo
sed.
5.
Pet
er’s
frie
nd w
on t
he s
ailin
g co
mp
etiti
on.
6.
Jan
wat
ches
the
clo
ud’s
sha
pe
chan
ge.
7.
The
oce
an’s
wav
es p
ound
the
sho
re.
8.
Gus
ts o
f win
d fil
l the
shi
p’s
sai
l.
9.
The
girl
’s h
air
blow
s in
the
win
d.
10.
Ton
ya’s
sca
rf is
in h
er b
ag.
Wri
te t
he
po
sses
sive
no
un in
eac
h s
ente
nce
an
d la
bel
it a
s si
ng
ular
or
plu
ral.
11.
The
cre
w o
beye
d th
e ca
pta
in’s
ord
ers.
12.
The
rop
es’ e
nds
wer
e fr
ayed
.
13.
Aft
er t
he s
torm
, the
wat
er’s
sur
face
was
stil
l.
14.
Pet
er p
ut h
is d
uffe
l bag
und
er t
he li
febo
at’s
sea
t.
15.
Mak
e su
re t
hat
the
cord
s’ k
nots
are
tie
d tig
htly
.
16.
The
cre
w’s
bun
ks w
ere
belo
w d
eck.
17.
All
the
cabi
ns’ d
oors
wer
e lo
cked
.
18.
The
sai
lors
’ frie
nds
wai
ted
for
them
to
com
e as
hore
.
capt
ain’
s; s
ingu
lar
rope
s’; p
lura
lw
ater
’s; s
ingu
lar
lifeb
oat’s
; sin
gula
r
cord
s’; p
lura
l
crew
’s; s
ingu
lar
cabi
ns’;
plur
al sailo
rs’;
plur
al
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25 Student Edition pp. 44–45
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
ePo
sses
sive
No
un
s
Less
on
13
Wri
te t
he
corr
ect
form
of
the
plu
ral p
oss
essi
ve n
oun
in e
ach
sen
ten
ce.
1.
The
(w
oman
s’/w
omen
’s)
ferr
y rid
e la
sted
thi
rty
min
utes
.
2.
The
shi
p’s
coo
k sh
arp
ened
the
(kn
ives
’/kn
ifes’
) bl
ades
.
3.
The
cap
tain
exp
lain
ed t
hat
the
carg
o w
as (
shee
ps’
/she
ep’s
) w
ool.
4.
The
(m
ens’
/men
’s)
surv
ival
was
an
extr
aord
inar
y ev
ent.
5.
The
(w
ive’
s/w
ives
’) p
lan
to t
hrow
a w
elco
me
par
ty w
as a
suc
cess
.
Wri
te e
ach
sen
ten
ce w
ith
th
e p
lura
l po
sses
sive
fo
rm o
f th
e w
ord
in p
aren
thes
es (
).
6.
The
(ch
ild)
trip
was
to
a w
ildlif
e ce
nter
nea
r Bo
ston
.
7.
In
the
rode
nt r
oom
, the
y sa
w t
he (
mou
se)
cage
s.
8.
The
y vi
site
d N
ew E
ngla
nd in
fall,
whe
n th
e (le
af)
colo
rs c
hang
ed.
9.
A p
rogr
am w
as in
trod
uced
to
help
gra
y (w
olf)
sur
viva
l in
New
Eng
land
.
10.
Man
y (p
eop
le)
sup
por
t he
lped
the
pro
gram
gro
w.
wom
en’s
kniv
es’
shee
p’s
men
’s
wiv
es’
The
child
ren’
s tri
p w
as to
a w
ildlif
e ce
nter
nea
r Bos
ton.
In th
e ro
dent
room
, the
y sa
w th
e m
ice’
s ca
ges.
Th
ey v
isite
d
New
Eng
land
in fa
ll, w
hen
the
leav
es’ c
olor
s ch
ange
d.
A pr
ogra
m w
as in
trodu
ced
to h
elp
gray
wol
ves’
sur
viva
l in
New
Eng
land
.
Man
y pe
ople
’s s
uppo
rt he
lped
the
prog
ram
gro
w.
46G
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:50
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© H
arco
urt
• G
rade
5
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) T
he
men
’s b
oat
is r
ead
y to
set
sai
l. (2
) Th
e m
en w
ill b
e
away
at
sea
for
man
y d
ays.
(3) T
hei
r fa
mil
ies
gat
her
on
th
e d
ock
to w
ave
go
od
-bye
. (4) T
he
men
kis
s th
eir
wiv
es a
nd
acc
ept
thei
r
chil
dre
n h
ug
s. (5
) On
e m
an’s
fam
ily
even
bri
ng
s th
e d
og
to
say
goo
d-b
ye! (6
) Th
e ca
pta
in’s
so
n s
ou
nd
s th
e b
oat
’s h
orn
, an
d t
he
men
beg
in t
o b
oar
d.
1.
Whi
ch o
f the
follo
win
g ha
sno
pos
sess
ive
noun
s?A
Sent
ence
1B
Sent
ence
2C
Sent
ence
5D
Sent
ence
6
2.
How
sho
uld
the
unde
rline
d w
ord
in S
ente
nce
4 be
writ
ten?
Ach
ildre
ns’
Bch
ildre
n’s
Cch
ilds’
Dch
ildre
ns’s
3.
Whi
ch is
a p
lura
l pos
sess
ive
noun
?A
men
’sB
fam
ilies
Cw
ives
Dm
an’s
4.
Whi
ch B
EST
desc
ribes
the
und
erlin
ed
wor
d in
Sen
tenc
e 6?
Asi
ngul
ar n
oun
Bsi
ngul
ar p
osse
ssiv
e no
unC
plu
ral n
oun
Dp
lura
l pos
sess
ive
noun
5.
How
man
y p
osse
ssiv
e no
uns
are
in S
ente
nce
6?A
one
Btw
oC
thre
eD
none
6.
Whi
ch is
a s
ingu
lar
pos
sess
ive
noun
?A
men
’sB
days
Cca
pta
in’s
Dso
unds
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
47G
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:21
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26 Student Edition pp. 46–47
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e Po
sses
sive
No
un
s
Less
on
13
Cir
cle
the
po
sses
sive
no
uns
and
lab
el e
ach
as
sing
ular
o
r pl
ural
.
1.
Thi
s co
untr
y’s
hist
ory
is v
ery
inte
rest
ing.
2.
Aft
er m
any
days
at
sea,
the
set
tlers
’ jou
rney
end
ed.
3.
The
peo
ple
’s s
upp
lies
did
not
last
the
ent
ire w
inte
r.
4.
The
firs
t co
lony
’s p
opul
atio
n in
clud
ed m
any
child
ren.
5.
Up
until
age
eig
ht, b
oys’
clo
thin
g w
as t
he s
ame
as g
irls’
clo
thin
g.
Rew
rite
th
e se
nte
nce
s. R
epla
ce t
he
und
erlin
ed w
ord
s w
ith
a p
oss
essi
ve n
oun
an
d
the
wo
rd o
r w
ord
s th
at t
ell w
hat
th
e n
oun
po
sses
ses.
6.
The
str
eets
of B
osto
n w
ere
qui
et.
7.
Alis
ha v
isite
d th
e hi
stor
ical
site
s of
the
city
.
8.
I r
ead
abou
t th
e liv
es o
f wom
en d
urin
g co
loni
al t
imes
.
9.
Reb
ecca
tho
ught
the
sta
rs a
nd s
trip
es o
f the
flag
wer
e a
good
des
ign.
10.
He
answ
ered
the
que
stio
ns t
he c
hild
ren
had
abou
t th
e M
ayflo
wer
voy
age.
Bost
on’s
stre
ets
wer
e qu
iet.
Alis
ha v
isite
d th
e ci
ty’s
his
toric
al s
ites.
I rea
d ab
out w
omen
’s li
ves
durin
g co
loni
al ti
mes
.
Rebe
cca
thou
ght t
he fl
ag’s
sta
rs a
nd s
tripe
s w
ere
a
good
des
ign.
He a
nsw
ered
the
child
ren’
s qu
estio
ns a
bout
the
May
flow
er v
oyag
e.
sing
ular
plur
al
plur
al
sing
ular plur
al, p
lura
l
48G
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:19
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arco
urt
• G
rade
5
Nam
ePr
on
ou
ns
and
An
tece
den
ts
Less
on
14
Cir
cle
the
pro
no
un a
nd
un
der
line
the
ante
ced
ent
in
each
sen
ten
ce.
1.
My
par
ents
wan
ted
me
to s
how
the
m m
y sc
ienc
e te
st.
2.
The
tes
t w
as u
pst
airs
, and
I fe
tche
d it.
3.
I s
tudi
ed w
ith B
ianc
a, a
nd s
he e
xpla
ined
the
wat
er c
ycle
.
4.
Ang
ela
said
she
kne
w a
bout
eva
por
atio
n an
d co
nden
satio
n.
5.
Jor
ge s
tudi
ed h
ard
for
the
test
, and
he
got
an A
.
6.
Bef
ore
she
took
the
tes
t, C
laire
was
ver
y ne
rvou
s.
7.
Jon
let
Ces
ar b
orro
w h
is n
otes
on
pre
cip
itatio
n.
8.
Jon
and
Ces
ar s
tudi
ed u
ntil
they
felt
conf
iden
t.
9.
Aft
er t
hey
took
the
tes
t, t
he s
tude
nts
had
a p
arty
.
10.
The
re w
ere
30 s
tude
nts
in t
he c
lass
, but
onl
y 25
of t
hem
wen
t to
the
par
ty.
Wri
te t
he
corr
ect
pro
no
un in
eac
h b
lan
k an
d la
bel
th
e p
ron
oun
as
sing
ular
or
plur
al. I
f th
e p
ron
oun
is s
ing
ular
, lab
el it
as
mas
culin
e, fe
min
ine,
or
neut
er.
11.
Roge
r an
noun
ced
that
w
ants
to
build
a w
eath
er s
tatio
n.
12.
Mar
ia w
ould
like
to
help
Rog
er, b
ut
sch
edul
e is
too
bus
y.
13.
Eva
n an
d Ri
ck w
atch
ed c
loud
s as
par
t of
w
eath
er p
roje
ct.
14.
Sar
ah b
ough
t se
vera
l the
rmom
eter
s an
d p
ut
in d
iffer
ent
pla
ces.
15.
I c
heck
ed t
he w
eath
er v
ane
and
saw
tha
t p
oint
ed e
ast.
he; s
ingu
lar,
mas
culin
e
her;
sing
ular
, fem
inin
e
thei
r; pl
ural
them
; plu
ral
it; s
ingu
lar,
neut
er
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
ePr
on
ou
ns
and
An
tece
den
ts
Less
on
14
Wri
te t
he
pro
no
un a
nd
its
ante
ced
ent
in t
he
follo
win
g
sen
ten
ces.
1.
Joe
wan
ted
to b
e a
met
eoro
logi
st. H
e ke
pt
a w
eath
er jo
urna
l.
pro
no
un:
ante
ced
ent:
2.
Did
you
hea
r th
e st
orm
last
nig
ht?
It w
as s
o lo
ud!
pro
no
un:
ante
ced
ent:
3.
Ms.
Hen
shaw
rec
orde
d th
e te
mp
erat
ure.
John
hel
ped
her
.
pro
no
un:
ante
ced
ent:
4.
I h
ad t
roub
le w
ith M
r. A
nder
son’
s le
sson
. Sho
uld
I ask
him
for
extr
a he
lp?
pro
no
un:
ante
ced
ent:
5.
The
Dav
idso
ns in
vite
d Le
ah t
o go
sle
ddin
g. T
hey
have
an
extr
a sl
ed.
pro
no
un:
ante
ced
ent:
6.
The
stu
dent
s sa
w fr
ost
on t
he g
roun
d. It
soo
n m
elte
d aw
ay.
pro
no
un:
ante
ced
ent:
7.
I fo
rgot
to
chec
k th
e ra
in g
uage
for
Ann
a. S
he w
as n
ot a
ngry
.
pro
no
un:
ante
ced
ent:
8.
Kei
th a
nd Je
nna
gave
Mia
a b
ook
abou
t w
eath
er. M
ia t
hank
ed t
hem
.
pro
no
un:
ante
ced
ent:
Cir
cle
the
corr
ect
pro
no
un a
nd
un
der
line
the
ante
ced
ent.
9.
Bre
nda
wen
t ou
tdoo
rs. W
ould
you
like
to
leav
e (s
he/h
er)
a m
essa
ge?
10.
My
neig
hbor
s m
oved
to
Ala
ska.
(Th
eir/
They
) lik
e th
e sn
ow.
11.
At
room
tem
per
atur
e, ic
e m
elts
gra
dual
ly. (
It/H
e) d
oes
not
mel
t im
med
iate
ly.
12.
Bre
t ex
pla
ined
how
wat
er e
vap
orat
es. (
His
/He)
exp
lana
tion
real
ly h
elp
ed m
e!
13.
May
hel
ped
Cha
rlie
mak
e a
baro
met
er. (
It/H
e) w
as t
hank
ful f
or t
he fa
vor.
14.
Bet
h fe
ll on
the
ice.
(H
er/T
heir)
arm
was
sp
rain
ed, b
ut (
him
/she
) is
all
right
.
15.
The
boy
s ha
ve le
ft fo
r th
e la
ke. I
f you
hur
ry, y
ou c
an c
atch
(hi
m/t
hem
).
HeJo
e
Itst
orm
her
Ms.
Hen
shaw
him
Mr.
Ande
rson
They
Davi
dson
s
Itfro
st
She
Anna
them
Keith
and
Jen
na
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arco
urt
• G
rade
5
Nam
e
Less
on
14
1.
Whi
ch s
ente
nce
uses
a p
rono
un
inco
rrec
tly?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
2.
Whi
ch p
rono
un w
ould
be
an
app
rop
riate
rep
lace
men
t fo
r th
e un
derli
ned
wor
ds in
Sen
tenc
e 4?
Ahe
rB
them
Cit
Dhi
m
3.
Whi
ch is
the
ant
eced
ent
of t
he
pro
noun
it in
Sen
tenc
e 2?
A
glob
al w
arm
ing
Bgr
eenh
ouse
Cef
fect
Dgl
obal
4.
Whi
ch is
the
ant
eced
ent
for
they
in
Sent
ence
5?
Agl
obal
war
min
gB
Eart
h’s
atm
osp
here
Cth
e gr
eenh
ouse
effe
ctD
pol
luta
nts
5.
Whi
ch s
ente
nce
has
no p
rono
un?
ASe
nten
ce1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 5
6.
Whi
ch w
ould
be
the
corr
ect
pro
noun
in S
ente
nce
3?
Ath
eyB
heC
itD
she
(1) G
lob
al w
arm
ing
has
bec
om
e a
po
pu
lar
top
ic a
mo
ng
sci
enti
sts
in
rece
nt
year
s. (2
) Bec
ause
glo
bal
war
min
g a
cts
to “
pu
t E
arth
in a
gre
enh
ou
se,”
it is
als
o c
alle
d t
he
gre
enh
ou
se e
ffec
t. (3
) Su
nli
gh
t en
ters
th
e at
mo
sph
ere
and
then
sh
e w
arm
s E
arth
’s s
urf
ace.
(4) P
oll
uta
nts
in t
he
air
pre
ven
t th
e h
eat
fro
m
leav
ing,
tra
pp
ing
th
e h
eat
in E
arth
’s a
tmo
sph
ere.
(5) T
hes
e p
oll
uta
nts
mu
st b
e
con
tro
lled
bec
ause
th
ey w
ill c
ause
ser
iou
s p
rob
lem
s if
Ear
th g
ets
too
ho
t.
Rea
d t
his
par
t o
f th
e st
uden
t’s
roug
h d
raft
. Th
en a
nsw
er
the
que
stio
ns
that
fo
llow
.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
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mar
Pra
ctic
e B
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28 Student Edition pp. 50–51
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arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e Pr
on
ou
ns
and
An
tece
den
ts
Less
on
14
Cir
cle
the
ante
ced
ent
for
each
un
der
lined
pro
no
un.
Wri
te w
het
her
th
e w
ord
is s
ingu
lar
or
plur
al.
1.
I c
an’t
use
my
bath
tub.
Wat
er w
on’t
go
dow
n its
dra
in.
2.
I t
elep
hone
d m
y br
othe
rs t
o as
k fo
r he
lp, b
ut t
hey
wer
e bu
sy.
3.
Din
ah o
ffere
d m
e he
r to
ols,
but
the
y di
dn’t
wor
k.
4.
The
plu
mbe
r sa
id h
e ca
n co
me
in t
he m
orni
ng.
5.
Unt
il th
en, G
ina
said
, I c
an u
se t
he b
atht
ub in
her
hou
se.
6.
I a
sked
my
land
lord
if s
he w
ould
pay
for
the
rep
airs
.
7.
Our
leas
e sa
ys t
hat
she
is r
esp
onsi
ble.
It is
in t
he fi
ling
cabi
net.
Rew
rite
th
e se
nte
nce
s, r
epla
cin
g u
nd
erlin
ed w
ord
s w
ith
pro
no
uns.
8.
Eve
ry w
inte
r, m
y fr
iend
s ca
ll m
e w
hen
my
frie
nds
know
the
lake
is fr
ozen
.
9.
Jas
on s
aid
that
Jaso
n w
ould
go
ice-
skat
ing,
and
I w
ant
to g
o w
ith Ja
son.
10.
I a
m m
eetin
g Sa
rah
at t
he la
ke. S
arah
will
hel
p m
e p
ract
ice
skat
ing.
11.
Jen
na le
ft Je
nna’
s sk
ates
at
Jenn
a’s
frie
nd’s
hou
se.
12.
Whe
neve
r m
y m
othe
r go
es ic
e-sk
atin
g, m
y m
othe
r ha
s a
good
tim
e.
sing
ular plur
al
Ever
y w
inte
r, m
y fri
ends
cal
l me
whe
n th
ey k
now
the
lake
is fr
ozen
.
Jaso
n sa
id th
at h
e w
ould
go
ice-
skat
ing,
and
I w
ant t
o go
with
him
.
I am
mee
ting
Sara
h at
the
lake
. She
will
hel
p m
e pr
actic
e sk
atin
g.
Jenn
a le
ft he
r ska
tes
at h
er fr
iend
’s h
ouse
.
Whe
neve
r my
mot
her g
oes
ice-
skat
ing,
she
has
a g
ood
time.
plur
alsi
ngul
ar sing
ular
sing
ular si
ngul
ar
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mar
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arco
urt
• G
rade
5
Nam
e
Less
on
15
(1) I
wen
t tr
avel
ing
wit
h m
y F
amil
y o
ver
sum
mer
vac
atio
n. (2
) We
dro
ve t
o c
anad
a to
see
th
e m
oo
se. (3
) We
sto
pp
ed a
t n
iag
ara
Fal
ls a
nd
rod
e a
bo
at c
alle
d t
he
Mai
d o
f th
e M
ist.
(4) T
he
spra
y fr
om
th
e fa
lls
soak
ed m
y p
ants
, bu
t m
y b
roth
er t
heo
had
an
ext
ra p
air
for
me.
(5) T
he
sou
ven
irs
we
bo
ug
ht
had
map
le le
af o
n t
hem
, bec
ause
th
ere
is a
map
le
leaf
on
Can
ada’
s fl
ag.
1.
Whi
ch s
ente
nce
inco
rrec
tly
spel
ls a
com
mon
nou
n w
ith
a ca
pita
l let
ter?
A
Sent
ence
1B
Se
nten
ce 2
C
Sent
ence
3D
Se
nten
ce 4
2.
Whi
ch is
the
cor
rect
sp
ellin
g of
the
und
erlin
ed w
ord
in
Sent
ence
2?
A
moo
sies
B
mic
eC
m
oose
sD
co
rrec
t as
is
3.
Whi
ch w
ord
in S
ente
nce
4 sh
ould
beg
in w
ith a
cap
ital
lett
er?
A
spra
yB
p
ants
C
theo
D
extr
a
4.
Whi
ch is
an
inco
rrec
tly
cap
italiz
ed p
rop
er n
oun
in
Sent
ence
3?
A
stop
ped
B
niag
ara
Falls
C
boat
D
Mai
d of
the
Mis
t
5.
Whi
ch w
ord
in S
ente
nce
2 sh
ould
be
writ
ten
with
a
cap
ital l
ette
r?A
dr
ove
B
see
C
cana
daD
m
oose
6.
Whi
ch is
the
cor
rect
plu
ral
of t
he u
nder
lined
wor
d in
Se
nten
ce 5
?A
le
afs
B
leaf
esC
le
aves
D
leav
s
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
53G
ram
mar
Pra
ctic
e B
oo
k
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:29
AM
29 Student Edition pp. 52–53
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
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) J
aso
n w
as a
her
o in
Gre
ek m
yth
olo
gy,
an
d h
e sa
iled
a s
hip
call
ed t
he
Arg
o. (2
) Th
e A
rgo
s cr
ew m
emb
ers
wer
e k
no
wn
as
the
Arg
on
auts
. (3) T
he
Arg
on
auts
had
man
y ad
ven
ture
s w
ith
Jas
on
.
(4) O
ne
of
the
mis
sio
ns
of
the
Arg
on
auts
was
to
sai
l th
rou
gh t
he
Cla
shin
g Is
lan
ds.
(5) T
hes
e tw
o g
ian
t cl
iffs
clo
sed
in o
n a
nyt
hin
g th
at
trav
eled
bet
wee
n
. (6) J
aso
n’s
ship
was
th
e fi
rst
on
e to
pas
s th
rou
gh
th
e cl
iffs
saf
ely.
1.
Whi
ch is
the
ant
eced
ent
for
the
pro
noun
in S
ente
nce
1?A
Ja
son
B
Gre
ek m
ytho
logy
C
ship
D
Arg
o
2.
Whi
ch is
the
cor
rect
pun
ctua
tion
for
the
unde
rline
d w
ords
in S
ente
nce
2?A
Th
e A
rgos
cre
w m
embe
r’sB
Th
e A
rgos
cre
w m
embe
rs’
C
The
Arg
o’s
crew
mem
bers
D
The
Arg
os’ c
rew
mem
bers
3.
Whi
ch p
rono
un c
an b
e us
ed t
o re
pla
ce t
he u
nder
lined
wor
ds in
Se
nten
ce 3
?A
Th
eyB
It
C
She
D
Its
4.
Whi
ch is
the
cor
rect
pos
sess
ive
phr
ase
for
the
unde
rline
d w
ords
in
Sen
tenc
e 4?
A
mis
sion
’s A
rgon
auts
B
mis
sion
s’ A
rgon
auts
C
Arg
onau
t’s m
issi
ons
D
Arg
onau
ts’ m
issi
ons
5.
Whi
ch p
rono
un s
houl
d go
in t
he
blan
k in
Sen
tenc
e 5?
A
they
B
them
C
her
D
he
6.
Whi
ch w
ord
in S
ente
nce
6 is
a
pos
sess
ive
noun
?A
Ja
son’
sB
sh
ipC
on
eD
cl
iffs
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
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ram
mar
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ctic
e B
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:04
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arco
urt
• G
rade
5
Nam
eSu
bje
ctiv
e an
dO
bje
ctiv
e C
ase
Pro
no
un
s
Less
on
16
Wri
te t
he
pro
no
un t
hat
co
uld
rep
lace
th
e un
der
lined
wo
rd o
r w
ord
s.
1.
Bre
tt w
rites
in h
is jo
urna
l eve
ry d
ay.
2.
His
new
jour
nal i
s a
gift
from
his
old
er b
roth
er.
3.
Bre
tt s
ays
writ
ing
is b
oth
fun
and
rew
ardi
ng.
4.
Bre
tt’s
mot
her
enco
urag
es B
rett
to
writ
e st
orie
s an
d p
oem
s.
5.
Bre
tt r
eads
thr
ee p
oem
s al
oud
to L
ee, C
lark
, and
Gar
y.
6.
The
poe
ms
wer
e p
ublis
hed
in t
he s
choo
l new
spap
er.
7.
Gar
y te
lls B
rett
tha
t th
e p
oem
s ar
e go
od.
8.
The
boy
s as
k Br
ett’s
mot
her
to jo
in t
heir
writ
ing
grou
p.
9.
The
n Br
ett’s
mot
her
show
s he
r w
ritin
g p
rize
to t
he b
oys.
10.
The
boy
s ar
e sp
eech
less
with
sur
pris
e!
Cir
cle
the
sub
ject
ive
case
pro
no
uns.
Un
der
line
the
ob
ject
ive
case
pro
no
uns.
11.
I o
ften
writ
e ne
wsp
aper
art
icle
s w
ith h
im.
12.
Ana
gav
e th
at a
ssig
nmen
t to
us.
12.
She
tra
vels
to
the
offic
e w
ith L
uis
and
me.
13.
You
can
ask
her
for
a ra
ise
next
yea
r.
14.
Lui
s an
d I h
ave
a go
od t
ime
rese
arch
ing
stor
ies.
15.
It
is s
uch
an e
xciti
ng jo
b.
16.
We
wor
k ha
rd a
t it
all y
ear
long
!
17.
May
be h
e w
ill s
how
the
pho
togr
aphs
to
you.
18.
The
y ar
e in
tere
stin
g, a
nd s
ome
are
funn
y, t
oo.
19.
A m
an m
akes
a s
illy
face
in o
ne o
f the
m.
20.
He
alw
ays
know
s w
hich
pic
ture
to
give
me
for
a st
ory!
HeIt it
She
them
They
him
her it
They
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arco
urt
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rade
5
© H
arco
urt
• G
rade
5
Nam
eSu
bje
ctiv
e an
dO
bje
ctiv
e C
ase
Pro
no
un
s
Less
on
16
Co
mp
lete
eac
h s
ente
nce
, usi
ng
eit
her
th
e p
ron
oun
I o
r th
ep
ron
oun
me.
1.
My
frie
nd a
nd
wan
ted
to v
isit
the
libra
ry.
2.
My
mot
her
drov
e N
ikki
and
t
o th
e bu
s st
op.
3.
She
gav
e N
ikki
and
t
oken
s fo
r th
e bu
s fa
re.
4.
Nik
ki a
nd
like
d th
e yo
ung-
adul
t se
ctio
n be
st.
5.
Nex
t m
onth
, Nik
ki a
nd
pla
n to
vol
unte
er a
t th
e lib
rary
.
If t
he
sen
ten
ce is
co
rrec
t, w
rite
cor
rect
. If
it is
no
t, r
ewri
te it
co
rrec
tly.
6.
Me
and
Jenn
ifer
read
com
ic b
ooks
.
7.
She
and
I vi
site
d th
e of
fices
of D
C C
omic
s, in
New
Yor
k C
ity.
8.
Lea
rnin
g ab
out
com
ics
is fu
n fo
r Je
nnife
r an
d m
e.
9.
Gra
ndm
a ga
ve s
ome
of h
er o
ld c
omic
s to
me
and
Jenn
ifer.
10.
Me
and
Lisa
like
to
writ
e an
d ill
ustr
ate
stor
ies.
11.
I a
nd L
isa
show
ed h
er o
ur d
raw
ings
.
12.
Will
you
buy
a c
omic
boo
k m
ade
by L
isa
and
me?
I
me
I
I
me
Jenn
ifer a
nd I
read
com
ic b
ooks
.
corr
ect
corr
ect
corr
ect
Gran
dma
gave
som
e of
her
old
com
ics
to J
enni
fer a
nd m
e.
Lisa
and
I lik
e to
writ
e an
d ill
ustra
te s
torie
s.
Lisa
and
I sh
owed
her
our
dra
win
gs.
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urt
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rade
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Nam
e
Less
on
16
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) O
ne
day
, I a
nd
my
litt
le s
iste
r d
ecid
ed t
o p
ain
t so
me
pic
ture
s. (2
) I f
ou
nd
som
e p
aper
an
d p
ain
ts f
or
Mis
sy a
nd
me.
(3) M
issy
an
d I
wer
e h
avin
g fu
n u
nti
l sh
e
star
ted
act
ing
sill
y b
y p
ain
tin
g h
er f
ace.
(4) I
kn
ew t
hat
sh
e an
d m
e w
ou
ld g
et in
to
tro
ub
le if
Mo
m f
ou
nd
a m
ess.
(5) I
usu
ally
get
sco
lded
wh
en t
her
e is
tro
ub
le w
ith
me
and
Mis
sy. (6
) I g
ot
her
to
hel
p m
e cl
ean
up
th
e m
ess,
an
d w
e w
ere
read
ing
a
bo
ok
wh
en M
om
go
t h
om
e.
1.
In
whi
ch s
ente
nce
are
pro
noun
s p
ut in
the
wro
ng o
rder
?A
Sent
ence
1B
Sent
ence
2C
Sent
ence
3D
Sent
ence
4
2.
In
whi
ch t
wo
sent
ence
s is
the
p
rono
unm
e p
ut in
the
wro
ng o
rder
?A
Sent
ence
2 a
nd 4
B
Sent
ence
s 2
and
5C
Sent
ence
s 4
and
5D
Sent
ence
s 4
and
6
3.
Whi
ch is
an
obje
ctiv
e ca
se p
rono
un?
AI (
Sent
ence
1)
Bm
e (S
ente
nce
2)C
she
(Sen
tenc
e 4)
Dw
e (S
ente
nce
6)
4.
How
sho
uld
the
unde
rline
d w
ords
in
Sen
tenc
e 3
be w
ritte
n?A
I and
Mis
syB
Mis
sy a
nd m
eC
Me
and
Mis
syD
They
are
cor
rect
.
5.
Whi
ch is
a s
ubje
ctiv
e ca
se p
rono
un
that
cou
ld r
epla
ce t
he u
nder
lined
w
ords
in S
ente
nce
4?A
itB
we
Cth
eyD
us
6.
How
sho
uld
the
unde
rline
d w
ords
in
Sen
tenc
e 5
be w
ritte
n?A
me
and
her
BM
issy
and
me
CM
issy
and
ID
They
are
cor
rect
.Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
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arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e Su
bje
ctiv
e an
dO
bje
ctiv
e C
ase
Pro
no
un
s
Less
on
16
Fill
in t
he
bla
nk
in e
ach
sen
ten
ce w
ith
a p
ron
oun
.
1.
Mom
, Dad
, and
w
ill v
isit
the
hom
e of
Lau
ra In
galls
Wild
er.
2.
The
mus
eum
dire
ctor
has
arr
ange
d a
spec
ial t
our
for
Mom
, Dad
, and
.
3.
“D
ad a
nd
will
pac
k th
e ca
r,” I
said
.
4.
We
are
taki
ng s
ome
of W
ilder
’s b
ooks
with
.
5.
p
lan
to h
ave
a w
eek
of fu
n.
Wri
te a
sen
ten
ce u
sin
g e
ach
pro
no
un b
elo
w. T
hen
wri
te w
het
her
th
e p
ron
oun
is u
sed
in t
he
subj
ecti
ve o
r ob
ject
ive
case
.
6.
we
7.
it
8.
him
9.
you
10.
me
Poss
ible
resp
onse
s ar
e sh
own.
I
I
me
us
We
We
are
liste
ning
to C
hen
read
his
new
sto
ry.
subj
ectiv
e
Jerr
y w
ante
d to
hea
r it.
obje
ctiv
e
A po
dium
was
set
up
for h
im in
the
audi
toriu
m.
obje
ctiv
e
You
than
ked
Chen
for t
he in
vita
tion.
sub
ject
ive
I hop
e Ch
en in
vite
s m
e to
his
nex
t rea
ding
! ob
ject
ive
Poss
ible
resp
onse
s ar
e sh
own.
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arco
urt
• G
rade
5
Nam
ePo
sses
sive
and
Refl
exi
veC
ase
Pro
no
un
s
Less
on
17
Cir
cle
the
corr
ect
po
sses
sive
pro
no
un t
o c
om
ple
teea
ch s
ente
nce
.
1.
My
cous
in li
kes
to t
ell s
torie
s ab
out
(her
, he
rs)
frie
nds
and
neig
hbor
s.
2.
She
ent
erta
ins
(our
, ou
rs)
fam
ily w
ith t
he t
ales
.
3.
(M
y , M
ine)
tow
n ha
s a
stor
ytel
ling
com
pet
ition
eac
h su
mm
er.
4.
Be
sure
to
pra
ctic
e te
lling
(yo
ur ,
ours
) st
ory
befo
re t
he c
omp
etiti
on.
5.
The
chi
ldre
n te
ll (t
heir
, the
irs)
stor
ies.
6.
Jea
n’s
stor
y w
as t
he b
est
in (
min
e, it
s) c
ateg
ory.
7.
The
gra
nd p
rize
is (
her,
hers
).
8.
The
Blu
e Te
am w
on (
its, t
heirs
) fir
st c
omp
etiti
on t
his
year
.
9.
Thi
s tr
ophy
is (
my,
min
e).
10.
(O
urs,
Its)
lett
ers
spel
l the
wor
d “C
ham
pio
n.”
Rew
rite
eac
h s
ente
nce
. Co
mp
lete
it w
ith
a c
orr
ect
po
sses
sive
pro
no
un.
11.
Whi
ch s
eats
are
?
12.
I t
hink
s
eats
are
in t
he fo
urth
row
.
13.
Tha
t se
at is
.
14.
The
act
ors
exit
the
stag
e on
r
ight
.
15.
I c
an’t
bel
ieve
the
y ar
e p
erfo
rmin
g p
lay!
Poss
ible
resp
onse
s ar
e sh
own.
Whi
ch s
eats
are
our
s?
I thi
nk y
our s
eats
are
in th
e fo
urth
row
.
That
sea
t is
min
e.
The
acto
rs e
xit t
he s
tage
on
thei
r rig
ht.
I can
’t be
lieve
they
are
per
form
ing
my
play
!
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arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
ePo
sses
sive
and
Refl
exi
veC
ase
Pro
no
un
s
Less
on
17
Cir
cle
the
refl
exiv
e p
ron
oun
in e
ach
sen
ten
ce. U
nd
erlin
eth
e w
ord
to
wh
ich
th
e p
ron
oun
ref
ers.
1.
“I w
ill t
each
mys
elf h
ow t
o w
rite,
” sa
id D
avid
.
2.
Dav
id p
rom
ised
him
self
that
he
wou
ld b
ecom
e a
fam
ous
writ
er s
ome
day.
3.
Kah
len
said
to
Dav
id, “
We
mus
t te
ll ou
rsel
ves
to s
tay
focu
sed.
”
4.
The
y w
orke
d ha
rd a
nd t
augh
t th
emse
lves
how
to
writ
e w
ell.
5.
You
can
hel
p y
ours
elf b
y ta
king
a w
ritin
g cl
ass.
6.
I t
ook
that
cla
ss a
nd e
njoy
ed m
ysel
f ver
y m
uch.
7.
Ros
e p
rom
ised
her
self
that
she
wou
ld s
ign
up fo
r th
e co
urse
.
Rew
rite
eac
h s
ente
nce
. Use
a c
orr
ect
refl
exiv
e p
ron
oun
to
rep
lace
th
e un
der
lined
w
ord
or
wo
rds.
8.
Jan
a an
d Lo
ri p
ersu
aded
Jana
and
Lor
i to
see
the
pla
y.
9.
Son
ja m
ust
get
Sonj
a re
ady,
or
she
will
mis
s he
r cu
e.
10.
I w
ill fi
nd a
rid
e to
the
the
ater
for
me.
11.
We
foun
d us
lost
in a
n un
fam
iliar
par
t of
the
city
.
12.
Mar
k in
trod
uced
Mar
k to
the
act
ors.
Poss
ible
resp
onse
s ar
e gi
ven.
Jana
and
Lor
i per
suad
ed th
emse
lves
to s
ee th
e pl
ay.
Sonj
a m
ust g
et h
erse
lf re
ady,
or s
he w
ill m
iss
her c
ue.
I will
find
a ri
de to
the
thea
ter f
or m
ysel
f.
We
foun
d ou
rsel
ves
lost
in a
n un
fam
iliar
par
t of t
he c
ity.
Mar
k in
trodu
ced
him
self
to th
e ac
tors
.
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© H
arco
urt
• G
rade
5
Nam
e
Less
on
17
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 b
elo
w.
(1) O
ur
smal
l to
wn
is p
eace
ful,
qu
iet,
an
d b
ori
ng.
(2) I
co
nvi
nce
d m
ysel
f
that
no
thin
g e
xcit
ing
wo
uld
eve
r h
app
en h
ere.
(3) O
ne
day
, my
frie
nd
s an
d I
wer
e
enjo
yin
g o
urs
elve
s p
layi
ng
bas
ebal
l wh
en w
e h
eard
sh
ou
tin
g. (4
) Peo
ple
wer
e
talk
ing
amo
ng
an
d p
oin
tin
g a
t th
e sk
y. (5
) We
arri
ved
in t
ime
to
wat
ch t
wo
men
lan
d t
hei
r h
ot-
air
bal
loo
n in
th
e to
wn
sq
uar
e. (6
) Th
e p
ilo
t sa
id h
e
had
dro
pp
ed in
to t
ow
n t
o b
uy
a c
oo
l dri
nk
.
1.
Whi
ch s
ente
nce
has
a p
osse
ssiv
e p
rono
un?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 6
2.
Whi
ch s
ente
nce
has
a p
osse
ssiv
e p
rono
un a
nd a
ref
lexi
ve p
rono
un?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 6
3.
Whi
ch is
the
ref
lexi
ve p
rono
un in
Se
nten
ce 3
?A
my
BI
Cou
rsel
ves
Dw
e
4.
Whi
ch r
efle
xive
pro
noun
cou
ld
fill i
n th
e bl
ank
in S
ente
nce
4?A
your
selv
esB
itsel
fC
them
selv
esD
hers
elf
5.
Whi
ch is
a p
osse
ssiv
e p
rono
un?
Am
ysel
f (Se
nten
ce 2
) B
I (Se
nten
ce 3
)C
thei
r (S
ente
nce
5)
Dhe
(Se
nten
ce 6
)
6.
Whi
ch r
efle
xive
pro
noun
cou
ld fi
ll in
the
bla
nk in
Sen
tenc
e 6?
Aits
elf
Bm
ysel
fC
your
selv
esD
him
self
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e Po
sses
sive
and
Refl
exi
veC
ase
Pro
no
un
s
Less
on
17
Cir
cle
the
corr
ect
pro
no
un in
eac
h s
ente
nce
.
1.
The
stu
dent
s w
ill p
erfo
rm a
pla
y on
( th
eirs
, th
eir )
ass
embl
y da
y.
2.
Mar
go h
as c
onvi
nced
( yo
urse
lves
, he
rsel
f ) t
hat
she
shou
ld a
uditi
on fo
r th
e le
ad.
3.
( Yo
ur ,
Your
s ) li
nes
are
unde
rline
d.
4.
Ple
ase
retu
rn (
my ,
min
e ) s
crip
t af
ter
you
read
it.
5.
The
sce
ne s
he is
rea
ding
is (
her
, he
rs )
favo
rite.
6.
The
sta
ge n
eeds
to
have
( it
s , t
heir
) bo
ards
rep
lace
d.
7.
Chr
is, y
ou n
eed
to r
ead
your
line
s by
( yo
urse
lf , y
ours
).
8.
The
stu
dent
s as
ked
( the
mse
lves
, th
eir )
if a
nyon
e w
ould
com
e.
9.
We
need
to
get
( us ,
our
selv
es )
to t
he a
udito
rium
for
the
pla
y.
10.
On
open
ing
nigh
t, m
y fa
ther
dro
ve (
our
selv
es ,
him
self )
to
the
scho
ol.
Use
eac
h p
ron
oun
co
rrec
tly
in a
sen
ten
ce.
11.
you
r
12.
the
mse
lves
13.
you
rsel
f
14.
its
15.
her
s
Poss
ible
resp
onse
s ar
e sh
own.
Did
you
rem
embe
r to
brin
g yo
ur n
otes
?
The
writ
ers
help
ed th
emse
lves
to m
ore
coffe
e.
To b
e a
succ
essf
ul w
riter
, tel
l you
rsel
f not
to g
ive
up.
The
book
nee
ds it
s co
ver r
epla
ced.
This
aut
ogra
phed
cop
y of
the
book
is h
ers.
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mar
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arco
urt
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rade
5
Nam
eA
dje
ctiv
es a
nd
Art
icle
s
Less
on
18
Wri
te w
het
her
eac
h u
nd
erlin
ed a
dje
ctiv
e is
an
art
icle
or
wh
eth
er it
tel
ls w
hat
kind
,how
man
y, o
r w
hich
one
.
1.
Lau
rie’s
priz
e ca
lf w
as k
ept
in t
he li
vest
ock
tent
.
2.
She
was
the
firs
t p
erso
n in
her
fam
ily t
o w
in.
3.
Her
mom
invi
ted
Laur
ie’s
tw
o co
usin
s to
cel
ebra
te w
ith L
aurie
.
4.
The
red
doo
r op
ened
, and
som
eone
sho
uted
, “Su
rpris
e!”
5.
Lau
rie w
as d
elig
hted
to
see
her
two
Russ
ian
cous
ins!
6.
Lau
rie h
ad m
any
thin
gs t
o be
hap
py
abou
t to
day.
7.
She
ask
ed h
er m
om h
ow s
he k
ept
her
cous
ins’
vis
it a
secr
et.
8.
“You
r he
lpfu
l frie
nds
pla
nned
the
sur
pris
e w
ith m
e,”
she
said
.
Wri
te t
he
corr
ect
form
of
the
adje
ctiv
e fo
r ea
ch s
ente
nce
.
9.
Of a
ll th
e fa
rm a
nim
als,
a r
abbi
t is
the
(fu
n) t
o ow
n.
10.
Of t
he t
wo
rabb
its I
have
, Bou
ncer
is t
he (
pla
yful
) on
e.
11.
She
has
the
(p
rett
y) e
yes
I hav
e ev
er s
een!
12.
On
the
(hot
) da
ys o
f sum
mer
, I g
ive
her
lots
of w
ater
.
13.
Bou
ncer
hop
s (f
ast)
tha
n Be
rtie
hop
s.
14.
Bou
ncer
is a
lso
the
(hun
gry)
rab
bit.
15.
The
(fu
nny)
thi
ng o
f all
is t
hat
even
my
dog
Sam
like
s Bo
unce
r!
Wri
te a
sh
ort
par
agra
ph
ab
ou
t tw
o p
ets
you
kn
ow
or
hav
e re
ad a
bo
ut.
Use
th
e co
rrec
t fo
rms
of
adje
ctiv
es t
o c
om
par
e th
e tw
o p
ets.
artic
le
artic
le
how
man
yw
hich
one w
hat k
ind
wha
t kin
dho
w m
any wha
t kin
d
mos
t fun
mor
e pl
ayfu
lpr
ettie
st
hotte
stfa
ster
hung
rier
funn
iest
Acce
pt r
easo
nabl
e re
spon
ses.
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mar
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:40
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
eA
dje
ctiv
es a
nd
Art
icle
s
Less
on
18
Cir
cle
each
ad
ject
ive
used
to
co
mp
are.
Th
en u
nd
erlin
e th
eb
asic
fo
rm o
f th
e ad
ject
ive.
1.
Zac
h fe
lt th
at h
e w
as a
bet
ter
bass
pla
yer
than
sin
ger.
go
od
b
ad
2.
His
mot
her
said
his
bas
s p
layi
ng s
ound
ed w
orse
tha
n a
brok
en r
ecor
d.
go
od
b
ad
3.
She
tho
ught
he
was
the
wor
st b
ass
pla
yer
in t
he w
orld
!
go
od
b
ad
4.
How
ever
, she
tho
ught
he
was
the
bes
t si
nger
in t
he w
hole
sch
ool.
go
od
b
ad
Rew
rite
eac
h s
ente
nce
, usi
ng
th
e co
rrec
t fo
rm o
f th
e ad
ject
ive
in p
aren
thes
es (
).
5.
Bet
wee
n sc
ienc
e an
d la
ngua
ge a
rts,
I am
(go
od)
in s
cien
ce.
6.
Am
ong
my
othe
r fo
ur s
ubje
cts,
I am
(go
od)
in m
ath.
7.
Of a
ll m
y cl
asse
s, I
rece
ived
my
(bad
) gr
ade
in g
ym.
8.
I h
ave
(bad
) sw
imm
ing
skill
s th
an m
y fr
iend
Kar
l.
9.
I h
ope
to g
et (
good
) gr
ades
nex
t ye
ar t
han
I did
thi
s ye
ar.
10.
Ebo
ny h
as t
he (
good
) ar
tistic
ski
lls in
the
who
le fi
fth
grad
e.
Betw
een
scie
nce
and
lang
uage
arts
, I a
m b
ette
r in
scie
nce.
Amon
g m
y ot
her f
our s
ubje
cts,
I am
bes
t in
mat
h.
Of a
ll m
y cl
asse
s, I
rece
ived
my
wor
st g
rade
in g
ym.
I hav
e w
orse
sw
imm
ing
skill
s th
an m
y fri
end
Karl.
I hop
e to
get
bet
ter g
rade
s ne
xt y
ear t
han
I did
this
yea
r.
Ebon
y ha
s th
e be
st a
rtist
ic s
kills
in th
e w
hole
fifth
gra
de.
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arco
urt
• G
rade
5
Nam
e
Less
on
18
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 b
elo
w.
(1) F
or
abo
ut
two
min
ute
s, I
th
ou
gh
t I
was
a m
ore
bet
ter
skie
r th
an m
y fr
ien
d
Ro
se. (2
) I w
as s
kii
ng
do
wn
th
e m
ost
sca
ry b
un
ny
slo
pe
in t
he
wo
rld
, an
d s
ud
den
ly
I w
as o
ut
of
con
tro
l. (3
) Th
e ta
ller
inst
ruct
or
was
yel
lin
g a
t m
e to
sit
do
wn
. (4) I
was
the
mo
st a
frai
d I
had
eve
r b
een
in m
y li
fe! (5
) I s
kie
d r
igh
t th
rou
gh
a p
ark
ing
lot
and
into
a fl
ock
of
Can
ada
gees
e. (6
) It
was
th
e w
ors
t d
ay o
f o
ur
vaca
tio
n.
1.
How
sho
uld
the
unde
rline
d w
ords
in
Sent
ence
1 b
e w
ritte
n?A
mor
e go
odB
bett
erC
mos
t be
stD
Mak
e no
cha
nge.
2.
How
sho
uld
the
unde
rline
d w
ords
in
Sent
ence
2 b
e w
ritte
n?
Am
ore
scar
yB
scar
ier
Csc
arie
stD
Mak
e no
cha
nge.
3.
Whi
ch s
ente
nce
has
an a
djec
tive
that
is
a c
orre
ct t
wo-
wor
d p
hras
e?A
Sent
ence
1B
Sent
ence
2C
Sent
ence
3D
Sent
ence
4
4.
Whi
ch d
escr
ibes
the
wor
d ta
ller
in S
ente
nce
3?A
basi
c ad
ject
ive
Bco
mp
arat
ive
adje
ctiv
eC
sup
erla
tive
adje
ctiv
eD
artic
le
5.
Whi
ch s
ente
nce
cont
ains
an
adje
ctiv
e th
at t
ells
HO
W M
AN
Y?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 6
6.
Whi
ch d
escr
ibes
the
wor
d w
orst
in S
ente
nce
6?A
basi
c ad
ject
ive
Bco
mp
arat
ive
adje
ctiv
eC
sup
erla
tive
adje
ctiv
eD
artic
le
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
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mar
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e B
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e A
dje
ctiv
es a
nd
Art
icle
s
Less
on
18
Rew
rite
eac
h u
nd
erlin
ed a
dje
ctiv
e. T
hen
wri
te w
het
her
it is
an a
rtic
le o
r w
het
her
it t
ells
whi
ch o
ne, w
hat
kind
, or
how
man
y.
1.
The
big
boo
k fa
ir st
arts
nex
t w
eek
at R
ing
Mid
dle
Scho
ol.
2.
Eac
h st
uden
t w
ill g
et o
ne fr
ee b
ook
with
the
mon
ey r
aise
d.
3.
We
will
don
ate
to t
he lo
cal l
ibra
ry a
ll th
e bo
oks
that
are
not
sol
d.
4.
On
the
third
wee
kend
of M
arch
, man
y st
uden
ts w
ill h
elp
out
.
5.
Few
stu
dent
s at
the
sch
ool a
re n
ot in
volv
ed.
Cir
cle
the
corr
ect
form
of
the
adje
ctiv
e.
6.
You
are
the
( m
ost
funn
iest
, fu
nnie
st )
per
son
I kno
w!
7.
Of a
ll m
y fr
iend
s, y
ou t
ell t
he (
bet
ter ,
bes
t ) jo
kes.
8.
Bet
wee
n yo
u an
d yo
ur s
iste
r, yo
u ar
e th
e ( c
leve
rer ,
cle
vere
st )
com
edia
n.
9.
If y
ou h
ave
a da
y th
at is
( w
orse
, w
orse
r ) t
han
min
e, I’
ll m
ake
you
laug
h, t
oo!
10.
Tod
ay is
the
( g
reat
er ,
grea
test
) da
y of
my
life.
11.
We
told
my
sist
er t
he (
mor
e hi
lario
us ,
mos
t hi
lario
us )
joke
of a
ll.
12.
I h
ave
neve
r se
en h
er (
hap
py ,
hap
pie
r ) t
han
she
was
tod
ay.
big;
wha
t kin
dne
xt; w
hich
one
one;
how
man
yfre
e; w
hat k
ind
loca
l; w
hat k
ind
all;
how
man
y
third
; whi
ch o
nem
any;
how
man
y
few
; how
man
yth
e; a
rticl
e
66G
ram
mar
Pra
ctic
e B
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RXE
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06
8:00
:38
AM
© H
arco
urt
• G
rade
5
Nam
eM
ain
an
dH
elp
ing
Ver
bs
Less
on
19
Un
der
line
the
verb
in e
ach
sen
ten
ce.
1.
Tho
mas
Edi
son’
s m
othe
r te
ache
s hi
m a
t ho
me.
2.
He
read
s m
any
book
s ab
out
inve
ntio
ns.
3.
He
lear
ns a
bout
sci
ence
.
4.
Tho
mas
Edi
son
wor
ks in
his
labo
rato
ry.
5.
He
exp
erim
ents
with
tel
epho
nes.
6.
Edi
son
inve
nts
man
y th
ings
.
7.
A p
hono
grap
h p
lays
rec
orde
d so
und.
8.
My
fam
ily p
lans
a t
rip.
9.
We
visi
t th
e Ed
ison
hom
e in
New
Jers
ey.
10.
Man
y ar
ticle
s an
d bo
oks
pra
ise
the
inve
ntor
.
Rew
rite
eac
h s
ente
nce
, usi
ng
a m
ain
ver
b t
o c
om
ple
te e
ach
on
e.
11.
Dee
in
her
gar
age.
12.
She
and
I t
he p
lans
for
the
new
toy
.
13.
Jam
ie
us
with
the
des
ign.
14.
Dee
’s d
ad
to
us fr
om t
he h
ouse
.
15.
The
loca
l new
spap
er
us
abou
t ou
r in
vent
ion.
Dee
wor
ks in
her
gar
age.
She
and
I dra
w th
e pl
ans
for t
he n
ew to
y.
Jam
ie h
elps
us
with
the
desi
gn.
Dee’
s da
d ca
lls to
us
from
the
hous
e.
The
loca
l new
spap
er in
terv
iew
s us
abo
ut o
ur in
vent
ion.
Poss
ible
resp
onse
s ar
e sh
own.
67G
ram
mar
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ctic
e B
oo
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:11
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36 Student Edition pp. 66–67
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
eM
ain
an
dH
elp
ing
Ver
bs
Less
on
19
Un
der
line
the
verb
ph
rase
. Th
en c
ircl
e th
e h
elp
ing
ver
b.
1.
Lis
a an
d Te
rren
ce h
ave
ente
red
a p
roje
ct in
the
sci
ence
fair.
2.
Car
la h
as p
artic
ipat
ed t
his
year
as
wel
l.
3.
I c
ould
not
hel
p h
er w
ith h
er p
roje
ct.
4.
Dav
id s
houl
d w
rite
abou
t th
e sc
ienc
e fa
ir.
5.
Wha
t di
d yo
u th
ink
abou
t C
arla
’s w
ork?
6.
Keira
did
not
enj
oy h
er p
rese
ntat
ion.
7.
The
judg
es w
ill s
core
the
pro
ject
s.
8.
Lis
a w
as t
alki
ng t
o Te
rren
ce a
bout
the
ir in
vent
ion.
9.
Lis
a is
thi
nkin
g ab
out
her
next
pro
ject
.
10.
Ter
renc
e ca
n w
ork
on it
with
her
.
Rew
rite
eac
h s
ente
nce
, usi
ng
a h
elp
ing
ver
b t
o c
om
ple
te e
ach
on
e.
11.
Tho
mas
Edi
son
kno
wn
as a
n in
vent
or.
12.
He
cre
ated
mor
e th
an o
ne t
hous
and
inve
ntio
ns.
13.
Sha
ne
not
con
vinc
ed t
hat
the
pho
nogr
aph
is t
he b
est
inve
ntio
n.
14.
I
not
tel
l you
the
sub
ject
of m
y sc
ienc
e re
por
t.
15.
Will
a w
rite
abou
t Th
omas
Edi
son.
Thom
as E
diso
n w
as k
now
n as
an
inve
ntor
.
He h
ad c
reat
ed m
ore
than
one
thou
sand
inve
ntio
ns.
Shan
e is
not
con
vinc
ed th
at th
e ph
onog
raph
is th
e be
st in
vent
ion.
I will
not
tell
you
the
subj
ect o
f my
scie
nce
repo
rt.
Will
a sh
ould
writ
e ab
out T
hom
as E
diso
n.
Poss
ible
resp
onse
s ar
e sh
own. 68
Gra
mm
ar P
ract
ice
Bo
ok
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:10
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© H
arco
urt
• G
rade
5
Nam
e
Less
on
19
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 b
elo
w.
(1) Th
e
you
ng
bo
y r
isen
lon
g b
efo
re t
he
sun
. (2) H
e
no
t sl
eep
lon
ger.
(3) H
is m
ind
was
ch
urn
ing
wit
h id
eas.
(4) H
e o
f a
new
inve
nti
on
. (5) M
inu
tes
ago,
th
e b
oy
wer
e sl
eep
ing
so
un
dly
in h
is b
ed. (6
) Bu
t
no
w h
e o
n h
is e
xper
imen
ts t
hro
ug
h t
he
rest
of
the
nig
ht.
1.
Whi
ch h
elp
ing
verb
com
ple
tes
the
verb
phr
ase
in S
ente
nce
1?A
had
Bha
veC
wou
ldD
did
2.
Whi
ch h
elp
ing
verb
com
ple
tes
the
verb
phr
ase
in S
ente
nce
2?
Ais
Bco
uld
Cha
veD
has
3.
How
sho
uld
the
unde
rline
d he
lpin
g ve
rb in
Sen
tenc
e 3
be w
ritte
n?
Aw
ere
Bdi
dC
wou
ldD
corr
ect
as is
4.
Whi
ch v
erb
phr
ase
com
ple
tes
Sent
ence
4?
Adi
d th
ough
tB
are
thin
king
Cha
d th
ough
tD
wer
e th
inki
ng
5.
How
sho
uld
the
unde
rline
d ve
rb
phr
ase
in S
ente
nce
5 be
writ
ten?
Ais
sle
epin
gB
was
sle
epin
gC
are
slee
pin
gD
corr
ect
as is
6.
Whi
ch v
erb
phr
ase
best
com
ple
tes
Sent
ence
6?
Aw
ill b
e w
orki
ngB
are
wor
king
Cw
ere
wor
king
Dha
ve w
orke
d
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
69G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_069
.indd
699/
9/06
8:02
:43
AM
37 Student Edition pp. 68–69
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e M
ain
an
dH
elp
ing
Ver
bs
Less
on
19
Cir
cle
the
mai
n v
erb
in e
ach
sen
ten
ce. U
nd
erlin
e th
eh
elp
ing
ver
b o
r ve
rbs.
1.
Non
e of
the
pla
yers
has
mis
sed
a si
ngle
cla
ss.
2.
Der
ek w
ill p
roba
bly
get
the
priz
e fo
r be
st s
cien
ce p
roje
ct.
3.
Ben
is w
inni
ng t
he M
ost
Imp
rove
d ce
rtifi
cate
thi
s ye
ar.
4.
Our
cla
ss h
as p
lace
d fir
st in
the
sci
ence
triv
ia c
omp
etiti
on.
5.
The
prin
cip
al w
ill d
istr
ibut
e th
e aw
ards
at
the
scho
ol b
anq
uet.
6.
We
wou
ld h
ave
liked
a la
rger
aud
ienc
e fo
r ou
r p
lay
abou
t Th
omas
Edi
son.
7.
Nex
t m
onth
the
tea
cher
will
hav
e au
ditio
ns fo
r th
e ne
xt p
lay.
8.
She
wou
ld li
ke t
hat
as m
any
stud
ents
as
pos
sibl
e ta
ke p
art.
Fill
in t
he
bla
nk
to c
om
ple
te e
ach
sen
ten
ce. I
ncl
ude
a ve
rb p
hra
se.
9.
The
labo
rato
ry r
epai
rs
.
10.
The
inve
ntor
fo
r vo
lunt
eers
.
11.
Six
wor
kers
t
o he
lp w
ith t
he n
ew w
ork.
12.
The
re
man
y op
por
tuni
ties
to s
hare
you
r id
eas.
13.
I
the
tea
m fo
r th
is p
roje
ct.
14.
Kar
a
to
mak
e he
r ex
per
imen
t w
ork.
16.
Glo
ria
abo
ut in
vent
ing
som
ethi
ng a
lso.
Poss
ible
re
spon
ses
are
show
n.
are
final
ly fi
nish
ed
has
been
ask
ing
have
offe
red
have
bee
n
will
not
join
is d
eter
min
ed
is th
inki
ng
70G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_070
.indd
70
9/9/
06
8:04
:13
AM
© H
arco
urt
• G
rade
5
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) I
cle
an m
y ro
om
eac
h w
eek
. (2) T
od
ay I
ask
h
ow
I c
an g
et
the
cho
re d
on
e m
ore
qu
ick
ly. (3
) I d
ecid
e to
inve
nt
a ro
om
-cle
anin
g m
ach
ine!
(4) I
th
ink
th
at
mac
hin
e w
ill b
e ve
ry s
ucc
essf
ul.
(5) I
ask
my
frie
nd
s
if
wil
l hel
p m
e w
ith
th
is p
lan
. (6)
We
talk
am
on
g o
urs
elve
s ab
ou
t
ho
w e
xcit
ing
this
is!
1.
Whi
ch p
rono
un c
omp
lete
s Se
nten
ce 2
?A
yo
urse
lves
B
mys
elf
C
your
self
D
me
2.
Whi
ch is
a s
ubje
ctiv
e ca
se p
rono
un?
A
I (Se
nten
ce 1
)B
th
e (S
ente
nce
2)C
m
y (S
ente
nce
5)D
ou
rsel
ves
(Sen
tenc
e 6)
3.
Whi
ch k
ind
of p
rono
un is
We
in
Sent
ence
6?
A
subj
ectiv
eB
ob
ject
ive
C
pos
sess
ive
D
refle
xive
4.
Whi
ch p
rono
un c
omp
lete
s Se
nten
ce 4
?A
hi
mB
th
eirs
C
my
D
min
e
5.
Whi
ch p
rono
un c
omp
lete
s Se
nten
ce 5
?A
th
eyB
th
eir
C
them
selv
esD
yo
ur
6.
Whi
ch k
ind
of p
rono
un is
ours
elve
s in
Sen
tenc
e 6?
A
subj
ectiv
eB
ob
ject
ive
C
pos
sess
ive
D
refle
xive
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
71G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_071
.indd
71
9/9/
06
8:05
:35
AM
38 Student Edition pp. 70–71
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e
Less
on
20
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) P
eter
pu
lled
th
e sl
eep
ing
bag
tig
htl
y ar
ou
nd
his
sh
ou
lder
s. (2
) Th
is w
as t
he
mis
erab
le n
igh
t o
f P
eter
’s li
fe. (3
) Jer
emy
and
Bra
d
sh
iver
ing
just
as
he
was
. (4) Th
e
win
d w
as s
lap
pin
g t
he
loo
se t
ent
fl ap
bac
k a
nd
fo
rth
. (5) S
om
eon
e sh
ou
ld
inve
nt
a h
eate
d s
leep
ing
bag
, th
ou
ght
Jere
my.
(6) E
ven
tual
ly, t
he
thre
e ca
mp
ers
fell
asle
ep, a
nd
Pet
er d
ream
ed t
hat
he
inve
nte
d t
he
sle
epin
g b
ag e
ver!
1.
Whi
ch h
elp
ing
verb
com
ple
tes
Sent
ence
3?
A
isB
w
asC
w
ere
D
will
2.
Whi
ch d
escr
ibes
the
wor
d lo
ose
in
Sent
ence
4?
A
It is
an
adje
ctiv
e.B
It
is a
pro
noun
.C
It
is t
he m
ain
verb
.D
It
is a
hel
pin
g ve
rb.
3.
How
sho
uld
the
unde
rline
d ad
ject
ive
in S
ente
nce
2 be
writ
ten?
A
mor
e m
iser
able
B
mos
t m
iser
able
C
less
mis
erab
leD
co
rrec
t as
is
4.
Whi
ch d
oes
the
adje
ctiv
e th
ree
in
Sent
ence
6 t
ell?
A
whi
ch o
ne o
f the
cam
per
sB
w
hat
kind
of c
amp
ers
C
how
man
y ca
mp
ers
D
the
actio
ns o
f the
cam
per
s
5.
Whi
ch a
djec
tive
com
ple
tes
Sent
ence
6?
A
good
B
bett
erC
m
ost
good
D
best
6.
Whi
ch d
escr
ibes
the
und
erlin
ed
wor
ds in
Sen
tenc
e 5?
A
They
mak
e up
a v
erb
phr
ase.
B
They
are
bot
h m
ain
verb
s.C
Th
ey a
re b
oth
help
ing
verb
s.D
Th
ey a
re a
djec
tives
.
72G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_072
.indd
72
9/9/
06
8:06
:37
AM
© H
arco
urt
• G
rade
5
Nam
eA
ctio
n a
nd
Li
nki
ng
Ver
bs
Less
on
21
Un
der
line
each
ver
b. T
hen
iden
tify
it a
s ac
tion
or
linki
ng.
1.
Ron
nie
is t
he b
est
gard
ener
in t
he n
eigh
borh
ood.
2.
He
com
es t
o th
e co
mm
unity
gar
den
ever
y w
eek.
3.
Aft
er s
choo
l, G
ia r
ides
her
bik
e to
the
com
mun
ity c
ente
r.
4.
She
pla
nts
flow
ers
by t
he fe
nce.
5.
Ron
nie
and
Gia
obs
erve
the
ir p
rogr
ess.
6.
Whe
n is
the
op
en h
ouse
?
7.
The
gar
den
look
s be
autif
ul!
8.
Ron
nie
feel
s tir
ed a
t th
e en
d of
a lo
ng d
ay.
9.
Gia
mak
es p
izza
and
sal
ad.
10.
The
y ea
t ou
tsid
e am
ong
the
pla
nts.
Co
mp
lete
eac
h s
ente
nce
wit
h t
he
kin
d o
f ve
rb s
ho
wn
in p
aren
thes
es (
).
11.
We
the
tal
ent
show
on
Satu
rday
. (ac
tion)
12.
The
tea
chin
g st
aff
the
con
test
. (ac
tion)
13.
I
ner
vous
abo
ut m
y p
erfo
rman
ce. (
linki
ng)
14.
All
of m
y ne
ighb
ors
in t
he a
udie
nce!
(lin
king
)
15.
We
a lo
t of
mon
ey t
o gi
ve t
o th
e sc
hool
libr
ary.
(a
ctio
n)
Wri
te s
ix s
ente
nce
s ab
ou
t yo
ur
day
. Use
th
ree
linki
ng
ver
bs
and
th
ree
acti
on
ver
bs.
linki
ng
actio
n
linki
ng
linki
ng
actio
n
actio
n
atte
nded
actio
n Poss
ible
resp
onse
s ar
e sh
own.
judg
ed
felt
wer
e
rais
ed
Acce
pt re
ason
able
resp
onse
s.
actio
n
actio
n
linki
ng
73G
ram
mar
Pra
ctic
e B
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k
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9/06
8:07
:21
AM
39 Student Edition pp. 72–73
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
eA
ctio
n a
nd
Li
nki
ng
Ver
bs
Less
on
21
Rew
rite
eac
h u
nd
erlin
ed w
ord
an
d id
enti
fy it
as
an a
ctio
nve
rb,a
linki
ng v
erb,
or
a di
rect
obj
ect.
1.
Car
la r
ead
a bo
ok t
o le
arn
abou
t se
a tu
rtle
s.
2.
She
tau
ght
the
grou
p a
bout
tur
tles.
3.
The
info
rmat
ion
was
ver
y va
luab
le.
4.
The
peo
ple
dec
ided
the
y w
ould
tak
e ac
tion.
5.
The
com
mun
ity d
evel
oped
a p
lan.
6.
Writ
e yo
ur n
ame
on t
he s
ign-
up s
heet
if y
ou w
ant
to h
elp
.
7.
We
felt
good
aft
er o
ur lo
ng m
eetin
g.
Wri
te w
het
her
th
e ve
rb in
eac
h s
ente
nce
is a
ctio
n o
r lin
king
. Un
der
line
the
dire
ctob
ject
if t
her
e is
on
e.
8.
Cha
rles
dist
ribut
es p
amp
hlet
s fo
r th
e W
orld
Wild
life
Fund
.
9.
He
is e
nthu
sias
tic a
bout
the
ir w
ork.
10.
Jan
ap
pea
rs in
tere
sted
in t
he in
form
atio
n.
read
: act
ion
verb
; boo
k: d
irect
obj
ect
taug
ht: a
ctio
n ve
rb; g
roup
: dire
ct o
bjec
t
was
: lin
king
ver
b
deci
ded:
act
ion
verb
deve
lope
d: a
ctio
n ve
rb; p
lan:
dire
ct o
bjec
t
Writ
e: a
ctio
n ve
rb; n
ame:
dire
ct o
bjec
t
felt:
link
ing
verb
Char
les
dist
ribut
es p
amph
lets
for t
he W
orld
Wild
life
Fund
. act
ion
He is
ent
husi
astic
abo
ut th
eir w
ork.
link
ing
Jan
appe
ars
inte
rest
ed in
the
info
rmat
ion.
link
ing
74G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_074
.indd
749/
19/0
67:
07:1
0AM
© H
arco
urt
• G
rade
5
Nam
e
Less
on
21
1.
Whi
ch d
escr
ibes
the
und
erlin
ed
wor
ds in
Sen
tenc
e 1?
Alin
king
ver
b an
d di
rect
obj
ect
Bac
tion
verb
and
dire
ct o
bjec
tC
linki
ng v
erb
and
subj
ect
Dac
tion
verb
and
sub
ject
2.
Whi
ch is
an
actio
n ve
rb t
hat
coul
d co
mp
lete
Sen
tenc
e 2?
A
mee
tB
are
Cbe
com
eD
gath
ers
3.
Whi
ch s
ente
nces
hav
e bo
th a
ctio
n ve
rbs
and
dire
ct o
bjec
ts?
ASe
nten
ces
1 an
d 3
BSe
nten
ces
1 an
d 4
CSe
nten
ces
3 an
d 4
DSe
nten
ces
4 an
d 5
4.
Whi
ch s
ente
nces
hav
e lin
king
ver
bs?
ASe
nten
ces
1 an
d 3
BSe
nten
ces
3 an
d 4
CSe
nten
ces
3 an
d 5
DSe
nten
ces
4 an
d 5
5.
Whi
ch s
ente
nce
has
two
actio
n ve
rbs?
ASe
nten
ce 3
BSe
nten
ce 4
C
Sent
ence
5D
Sent
ence
6
6.
Whi
ch is
a li
nkin
g ve
rb?
Aha
s (S
ente
nce
1)B
has
turn
ed (
Sent
ence
4)
Cis
(Se
nten
ce 5
)D
shar
e (S
ente
nce
6)
(1) T
he
Gar
den
Clu
b h
as a
mee
tin
g e
very
yea
r o
n M
ay 1
st. (2
) Th
e m
emb
ers
at
Ben
ji’s
Res
tau
ran
t to
pla
n t
he
gar
den
. (3) T
hei
r g
ard
en w
as o
nce
an
aban
do
ned
lot.
(4) T
he
clu
b h
as t
urn
ed t
he
lot
into
a g
reen
oas
is. (5
) Th
e g
ard
en is
a p
op
ula
r m
eeti
ng
pla
ce d
uri
ng
th
e g
row
ing
sea
son
. (6) M
emb
ers
shar
e so
me
of
the
har
vest
ed v
eget
able
s an
d t
ake
the
rest
of
them
to
a lo
cal h
om
eles
s sh
elte
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 b
elo
w.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
75G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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K51_
GPB
_075
.indd
759/
9/06
8:09
:42
AM
40 Student Edition pp. 74–75
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e A
ctio
n a
nd
Li
nki
ng
Ver
bs
Less
on
21
Dra
w o
ne
line
und
er e
ach
act
ion
ver
b a
nd
tw
o li
nes
un
der
ea
ch li
nki
ng
ver
b. D
raw
a c
ircl
e ar
oun
d t
he
dir
ect
ob
ject
if
th
ere
is o
ne.
1.
I w
rote
em
ails
to
my
frie
nd in
New
Eng
land
.
2.
She
bec
ame
imp
orta
nt t
o m
e th
is y
ear.
3.
Dor
a ha
s a
hous
e on
the
oce
an.
4.
She
sen
t p
hoto
grap
hs o
f sea
tur
tles
to m
e.
5.
The
y lo
oked
am
azin
g.
6.
I a
m s
urp
rised
at
thei
r si
ze.
7.
Sea
tur
tles
lay
eggs
in t
he s
and.
8.
The
tur
tles
need
a s
afe
beac
h.
9.
Are
you
cer
tain
of t
hat?
10.
We
beca
me
inte
rest
ed in
con
serv
atio
n.
11.
We
felt
exci
ted.
Wri
te t
wo
sen
ten
ces
that
hav
e ac
tio
n v
erb
s an
d t
wo
sen
ten
ces
that
h
ave
linki
ng
ver
bs.
Un
der
line
the
verb
s an
d w
rite
act
ion
or
linki
ng t
o
des
crib
e ea
ch o
ne.
12.
13.
14.
15.
The
rese
arch
ers
finis
hed
thei
r stu
dy. a
ctio
n
Thei
r inv
estig
atio
n be
cam
e un
nece
ssar
y. li
nkin
g
The
baby
sea
turtl
es a
re s
afe.
link
ing
The
scie
ntis
ts c
eleb
rate
d ha
ppily
. act
ion
Poss
ible
resp
onse
s ar
e sh
own.
Gra
mm
ar P
ract
ice
Bo
ok
76
RXE
NL0
8AW
K51_
GPB
_076
.indd
76
9/9/
06
8:11
:12
AM
© H
arco
urt
• G
rade
5
Nam
ePr
esen
t Te
nse
;Su
bje
ct-V
erb
A
gre
emen
t
Less
on
22
Wri
te t
he
corr
ect
pre
sen
t-te
nse
fo
rm o
f th
e ve
rb
in p
aren
thes
es (
).
1.
Mar
ie a
nd S
al (
com
e) t
o th
e ca
r w
ash
to h
elp
.
2.
Don
na (
carr
y) w
ater
and
soa
p o
ver
to t
he c
ar.
3.
Gor
don
(pla
ce)
his
spon
ge in
the
buc
ket.
4.
Wilm
a (w
ash)
the
tire
s.
5.
Cla
re (
fill)
the
buck
et w
ith w
ater
aga
in.
6.
The
man
in t
he b
lue
car
(driv
e) o
nto
the
lot.
7.
The
car
’s e
ngin
e (p
urr)
like
a k
itten
.
8.
He
(wat
ch)
the
kids
wor
king
.
9.
Mor
e ca
rs (
wai
t) in
line
.
10.
The
chi
ldre
n (m
ake)
mon
ey fo
r th
eir
pro
ject
.
Rew
rite
eac
h s
ente
nce
, co
rrec
tin
g e
ach
pre
sen
t-te
nse
ver
b t
o a
gre
e w
ith
its
sub
ject
.
11.
The
kid
s lis
tens
to
John
’s id
eas
for
rais
ing
mon
ey.
12.
He
wan
t to
hav
e a
bake
sal
e.
13.
Gre
g an
d Pa
ul d
ecid
es t
hey
will
bak
e m
uffin
s.
14.
Tam
ika
gree
t ev
eryo
ne w
ith a
sm
ile.
15.
She
tha
nk t
hem
for
givi
ng m
oney
to
thei
r sc
hool
.
com
eca
rrie
spl
aces
was
hes
fills dr
ives
purr
sw
atch
esw
ait
mak
e
The
kids
list
en to
Joh
n’s
idea
s fo
r rai
sing
mon
ey.
He w
ants
to h
ave
a ba
ke s
ale.
Greg
and
Pau
l dec
ide
they
will
bak
e m
uffin
s.
Tam
ika
gree
ts e
very
one
with
a s
mile
.
She
than
ks th
em fo
r giv
ing
mon
ey to
thei
r sch
ool.
77G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_077
.indd
779/
9/06
8:11
:53
AM
41 Student Edition pp. 76–77
RXENL08ATE51_GPB.indd 41RXENL08ATE51_GPB.indd 41 10/4/06 10:22:06 PM10/4/06 10:22:06 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e
Less
on
22
1.
Whi
ch p
rese
nt-t
ense
ver
b co
uld
com
ple
te S
ente
nce
1?A
lays
Bla
yC
lies
Dlie
2.
Whi
ch p
rese
nt-t
ense
ver
b co
uld
com
ple
te S
ente
nce
2?A
sits
Bsi
tC
sets
Dse
t
3.
Whi
ch is
the
pre
sent
-ten
se fo
rm o
f th
e un
derli
ned
verb
in S
ente
nce
3 th
at a
gree
s w
ith t
he s
ubje
ct?
Ach
oose
sB
chos
eC
choo
seD
will
cho
ose
4.
Whi
ch is
a p
rese
nt-t
ense
ver
b th
at
coul
d co
mp
lete
Sen
tenc
e 5?
Ast
art
Bst
arte
dC
star
tsD
will
sta
rt
5.
In
whi
ch s
ente
nce
is t
here
cor
rect
ag
reem
ent
of s
ubje
ct a
nd v
erb?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 6
6.
How
sho
uld
the
verb
s in
Sen
tenc
e 4
be w
ritte
n?A
mea
sure
s an
d m
ark
Bm
easu
re a
nd m
ark
Cm
easu
re a
nd m
arks
Dm
easu
res
and
mar
ks
(1)
Dar
rell
h
is ja
cket
on
th
e b
ench
. (2
) L
isa
her
to
ol b
ag n
ear
the
do
or.
(3
) F
red
ch
oo
se a
pie
ce o
f w
oo
d
that
is o
n t
he
flo
or.
(4
) C
on
nie
mea
sure
an
d m
ark
th
e w
oo
d. (
5) T
hen
Co
le
th
e p
ow
er s
aw. (
6) T
hey
cu
t w
oo
d t
o b
uil
d a
lem
on
ade
stan
d.
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 b
elo
w.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
79G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_079
.indd
799/
9/06
8:13
:11
AM
© H
arco
urt
• G
rade
5
Nam
ePr
esen
t Te
nse
;Su
bje
ct-V
erb
A
gre
emen
t
Less
on
22
Rew
rite
eac
h s
ente
nce
. Ch
oo
se t
he
corr
ect
verb
in
par
enth
eses
( )
to
co
mp
lete
eac
h o
ne.
1.
Jes
se (
lies,
lays
) do
wn
to t
ake
a na
p.
2.
Ple
ase
(sit,
set
) in
you
r as
sign
ed s
eat.
3.
(Li
e, L
ay)
the
blan
ket
on t
he b
ed.
4.
The
hot
air
ballo
ons
(ris
e, r
aise
) in
to t
he a
ir.
5.
Ple
ase
(ris
e, r
aise
) yo
ur h
and
if yo
u ne
ed a
ssis
tanc
e.
6.
Pau
l (si
ts, s
ets)
his
boo
ks o
n th
e flo
or.
Ch
oo
se a
ver
b f
rom
th
e b
ox
to c
om
ple
te e
ach
sen
ten
ce. U
se e
ach
ver
b o
nly
on
ce.
Wri
te it
in p
rese
nt
ten
se, a
nd
mak
e su
re it
ag
rees
wit
h t
he
sub
ject
.
7.
Unc
le G
reg
in t
he p
asse
nger
sea
t of
the
van
.
8.
The
vol
unte
ers
the
hea
vy b
oxes
abo
ve t
heir
head
s.
9.
My
mot
her
is t
ired
and
on
the
sofa
.
10.
y
our
bags
ove
r th
ere.
11.
We
the
bab
y in
the
crib
.
12.
Our
kite
s ca
tch
the
bree
ze a
nd
up
abo
ve t
he t
rees
.
lie
la
y si
t se
t ri
se
rais
e
Jess
e lie
s do
wn
to ta
ke a
nap
.
Plea
se s
it in
you
r ass
igne
d se
at.
Lay
the
blan
ket o
n th
e be
d.
The
hot a
ir ba
lloon
s ris
e in
to th
e ai
r.
Plea
se ra
ise
your
han
d if
you
need
ass
ista
nce.
Paul
set
s hi
s bo
oks
on th
e flo
or.
sits ra
ise
lies
Set
rise
lay
Poss
ible
resp
onse
s ar
e sh
own. 78
Gra
mm
ar P
ract
ice
Bo
ok
78G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_078
.indd
789/
9/06
8:12
:40
AM
42 Student Edition pp. 78–79
RXENL08ATE51_GPB.indd 42RXENL08ATE51_GPB.indd 42 10/4/06 10:22:07 PM10/4/06 10:22:07 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e Pr
esen
t Te
nse
;Su
bje
ct-V
erb
A
gre
emen
t
Less
on
22
Cir
cle
the
corr
ect
form
of
the
verb
in p
aren
thes
es (
) t
o
com
ple
te e
ach
sen
ten
ce.
1.
The
bal
loon
s ( r
ise ,
rai
se)
in t
he a
ir.
2.
The
par
ty (
cele
brat
e, c
eleb
rate
s ) t
he o
pen
ing
of a
new
bui
ldin
g.
3.
Can
you
( ra
ise ,
ris
e) t
he fl
ag?
4.
Our
clu
b (p
rese
nt, p
rese
nts )
the
mon
ey t
o th
e di
rect
or o
f the
hos
pita
l.
5.
The
doc
tors
and
hos
pita
l sta
ff ( s
it , s
et)
in t
he fi
rst
row
.
6.
Sev
eral
kid
s ( l
ie ,
lay)
on
the
gras
s.
7.
Oth
er c
hild
ren
( pla
y , p
lays
) ne
arby
.
8.
The
dire
ctor
( th
anks
, th
ank)
the
com
mun
ity fo
r its
con
trib
utio
n.
9.
I (
set ,
sit)
the
mic
rop
hone
dow
n on
the
pod
ium
.
10.
I (
lie ,
lay)
dow
n on
the
gra
ss, t
oo.
Rew
rite
eac
h s
ente
nce
co
rrec
tly.
Rep
lace
th
e in
corr
ect
verb
s.
11.
Jef
f lay
s on
the
sof
a an
d fa
ll as
leep
.
12.
Kat
ie a
nd Ji
m li
e th
eir
book
s on
the
cou
nter
.
13.
Pau
l sits
his
cam
era
on t
he s
helf.
1
4. M
ia a
nd K
yle
wat
ches
the
sun
rai
sing
.
15.
I c
anno
t ris
es m
y so
re a
rm v
ery
high
.
Jeff
lies
on th
e so
fa a
nd fa
lls a
slee
p.
Katie
and
Jim
lay
thei
r boo
ks o
n th
e co
unte
r.
Paul
set
s hi
s ca
mer
a on
the
shel
f.
Mia
and
Kyl
e w
atch
the
sun
risin
g.
I can
not r
aise
my
sore
arm
ver
y hi
gh.
Poss
ible
resp
onse
s ar
e sh
own. 80
Gra
mm
ar P
ract
ice
Bo
ok
RXE
NL0
8AW
K51_
GPB
_080
.indd
80
9/9/
06
8:14
:30
AM
© H
arco
urt
• G
rade
5
Nam
ePa
st a
nd
Fu
ture
Ten
ses
Less
on
23
Rew
rite
eac
h s
ente
nce
. Ch
ang
e th
e ve
rbs
fro
m t
he
pre
sen
t te
nse
to
th
e p
ast
ten
se.
1.
We
mov
e fr
om M
exic
o to
Cal
iforn
ia.
2.
I p
ack
my
belo
ngin
gs a
nd lo
ad t
hem
on
the
trai
n.
3.
The
re is
a w
hist
le, a
nd t
he t
rain
sta
rts
mov
ing.
4.
My
mot
her
and
fath
er s
eem
hap
py
and
exci
ted.
5.
My
sist
er s
its n
ext
to m
e an
d re
sts
her
head
on
my
shou
lder
.
Wri
te a
sen
ten
ce u
sin
g e
ach
ver
b in
th
e b
ox.
Use
eac
h v
erb
in it
s fu
ture
ten
se.
6.
7.
8.
9.
10.
11.
12.
visi
t fl
y ca
re
ente
rtai
n
pla
y b
e d
rive
We
mov
ed fr
om M
exic
o to
Cal
iforn
ia.
I pac
ked
my
belo
ngin
gs a
nd lo
aded
them
on
the
train
.
Ther
e w
as a
whi
stle
, and
the
train
sta
rted
mov
ing.
My
mot
her a
nd fa
ther
see
med
hap
py a
nd e
xcite
d.
My
sist
er s
at n
ext t
o m
e an
d re
sted
her
hea
d on
my
shou
lder
.
I will
fly
to M
exic
o ne
xt w
eek.
I will
vis
it m
y fa
mily
in M
exic
o Ci
ty.
Poss
ible
resp
onse
s are
show
n.
My
fath
er w
ill d
rive
me
to th
e ai
rpor
t.
Keis
ha w
ill c
are
for m
y ca
ts w
hile
I am
aw
ay.
My
brot
her a
nd I
will
pla
y w
ith o
ur c
ousi
ns.
Juan
and
Car
los
will
ent
erta
in u
s w
ith a
son
g.
I will
be
sad
to le
ave
whe
n th
e vi
sit i
s ov
er.
81G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_081
.indd
819/
9/06
8:15
:24
AM
43 Student Edition pp. 80–81
RXENL08ATE51_GPB.indd 43RXENL08ATE51_GPB.indd 43 10/4/06 10:22:09 PM10/4/06 10:22:09 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
ePa
st a
nd
Fu
ture
Ten
ses
Less
on
23
Fill
in t
he
mis
sin
g f
orm
of
each
ver
b.
Wri
te a
co
rrec
t fo
rm o
f th
e g
iven
ver
b t
o c
om
ple
te e
ach
sen
ten
ce. T
hen
lab
el e
ach
verb
use
d a
s pr
esen
t te
nse,
past
ten
se, o
r fu
ture
ten
se.
6.
Hug
o’s
cat
aw
ay. (
run)
7.
And
rea
a p
ictu
re o
f the
cat
on
a p
oste
r. (p
aint
)
8.
Tha
lia
a fl
yer
to t
he p
ost
offic
e. (
take
)
9.
She
it
on
the
com
mun
ity b
oard
. (p
ost)
10.
Aft
er s
choo
l, H
ugo
for
his
pet
. (lo
ok)
11.
His
frie
nds
him
sea
rch.
(he
lp)
12.
Ste
ve
his
bic
ycle
acr
oss
tow
n. (
ride)
13.
Dua
ne
all
the
neig
hbor
s. (
call)
14.
Mar
cella
t
he p
aper
for
notic
es. (
read
)
15.
Lat
e at
nig
ht, t
he p
hone
. (
ring)
16.
Mrs
. Lop
ez
the
cal
l. (a
nsw
er)
17.
Gin
a t
he c
at in
the
sch
ooly
ard.
(se
e)
18.
The
chi
ldre
n a
nd s
hout
with
joy.
(ju
mp
)
Ver
bPr
esen
t Te
nse
Pa
st T
ense
Fu
ture
Ten
se
1.se
ese
e
2.cl
imb
clim
bed
3.ap
pea
rap
pea
red
4.hu
rry
will
hur
ry
5.tr
iptr
ip ran
past
tens
e
pain
ted
take
s
futu
re te
nse
will
pos
t help
will
ride
calle
d
answ
ered
read
s
rings
saw
futu
re te
nse
past
tens
epr
esen
t ten
se
jum
ppr
esen
t ten
sepa
st te
nse
Poss
ible
resp
onse
sar
e sh
own.
saw
will
see
clim
bw
ill c
limb
appe
arw
ill a
ppea
r
hurr
yhu
rrie
d
tripp
edw
ill tr
ip past
tens
e
futu
re te
nse
will
look
pres
ent t
ense
pres
ent t
ense
past
tens
e
pres
ent t
ense
82G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_082
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07:2
3AM
© H
arco
urt
• G
rade
5
Nam
e
Less
on
23
1.
Whi
ch is
a p
ast-
tens
e ve
rb t
hat
coul
d co
mp
lete
Sen
tenc
e 1?
Afa
llB
falls
Cfe
llD
will
fall
2.
How
sho
uld
the
unde
rline
d ve
rb in
Se
nten
ce 2
be
writ
ten?
Ain
crea
seB
incr
ease
sC
incr
ease
dD
will
incr
ease
3.
Whi
ch s
ente
nce
corr
ectly
use
s tw
o p
ast-
tens
e ve
rbs?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
4.
Whi
ch s
ente
nce
corr
ectly
use
s a
verb
in
the
futu
re t
ense
?A
Sent
ence
2B
Sent
ence
3C
Sent
ence
4D
Sent
ence
5
5.
Whi
ch s
ente
nce
inco
rrec
tly u
ses
a ve
rb
in t
he fu
ture
ten
se?
ASe
nten
ce 2
B
Sent
ence
3C
Sent
ence
4D
Sent
ence
5
6.
Whi
ch is
the
futu
re-t
ense
form
of t
he
verb
shrie
k?A
shrie
kB
shrie
ksC
shrie
ked
Dw
ill s
hrie
k
(1) T
he
sno
w
fo
r m
any
ho
urs
yes
terd
ay. (
2)
Aro
un
d
mid
nig
ht
last
nig
ht,
th
e w
ind
incr
ease
in s
pee
d. (
3)
It h
ow
led
an
d s
hri
eked
ou
tsid
e th
e h
ou
se. (
4)
Ear
lier
th
is m
orn
ing,
th
e w
ind
wil
l wh
ip t
he
sno
w in
to
dri
fts
agai
nst
th
e w
alls
an
d d
oo
rs. (
5)
My
dad
wil
l dri
ve u
s to
sch
oo
l in
th
e
tru
ck t
od
ay.
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 b
elo
w.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
83G
ram
mar
Pra
ctic
e B
oo
k
RXE
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GPB
_083
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8:19
:18
AM
44 Student Edition pp. 82–83
RXENL08ATE51_GPB.indd 44RXENL08ATE51_GPB.indd 44 10/4/06 10:22:10 PM10/4/06 10:22:10 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e Pa
st a
nd
Fu
ture
Ten
ses
Less
on
23
Rew
rite
eac
h s
ente
nce
. Ch
ang
e ea
ch v
erb
to
its
pas
t-te
nse
fo
rm.
1.
Jay
la w
ill t
ake
her
kitt
en t
o th
e ve
terin
aria
n on
Sat
urda
y.
2.
Mr.
Varg
as s
mile
s at
her
whe
n sh
e w
alks
pas
t hi
s ho
use.
3.
The
doc
tor
wei
ghs
the
cat
and
chec
ks h
er fo
r fle
as.
4.
She
ann
ounc
es t
hat
the
cat’s
hea
lth is
exc
elle
nt.
5.
Jay
la w
ill g
ive
the
kitt
en a
tre
at a
fter
the
exa
min
atio
n.
Un
der
line
the
verb
in e
ach
sen
ten
ce. T
hen
lab
el e
ach
ver
b a
s pr
esen
t te
nse,
pas
t te
nse,
o
r fu
ture
ten
se.
6.
Mol
ly li
ves
in t
he c
ity o
f Los
Ang
eles
.
7.
Mol
ly a
nd K
im p
lann
ed a
day
trip
to
a hi
king
tra
il.
8.
The
y w
ill a
sk M
ilo, t
oo.
9.
He
will
arr
ive
afte
r lu
nch.
10.
The
tra
il ne
eds
bett
ter
mar
kers
.
11.
The
hea
t m
ade
them
tire
d.
12.
The
y lo
se in
tere
st in
the
hik
ing
trai
l.
13.
The
frie
nds
will
rid
e bi
kes
to t
he b
each
inst
ead.
14.
Mol
ly, K
im, a
nd M
ilo s
wim
in t
he c
ool o
cean
wat
er.
Jayl
a to
ok h
er k
itten
to th
e ve
terin
aria
n on
Sat
urda
y.
Mr.
Varg
as s
mile
d at
her
whe
n sh
e w
alke
d pa
st h
is h
ouse
.
The
doct
or w
eigh
ed th
e ca
t and
che
cked
her
for f
leas
.
She
anno
unce
d th
at th
e ca
t’s h
ealth
was
exc
elle
nt.
Jayl
a ga
ve th
e ki
tten
a tre
at a
fter t
he e
xam
inat
ion.
pres
ent t
ense pres
ent t
ense
past
tens
efu
ture
tens
efu
ture
tens
epr
esen
t ten
sepa
st te
nse
pres
ent t
ense
futu
re te
nse
84G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_084
.indd
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9/19
/06
7:0
7:42
AM
© H
arco
urt
• G
rade
5
Nam
ePe
rfec
t Te
nse
s
Less
on
24
Un
der
line
each
ver
b p
hra
se. C
ircl
e th
e m
ain
ver
b. T
hen
la
bel
eac
h v
erb
as
pres
ent
perf
ect
or
past
per
fect
.
1.
The
ent
ire s
tude
nt b
ody
has
asse
mbl
ed in
the
aud
itoriu
m.
2.
Mrs
. Sm
ith h
ad p
urch
ased
a fl
ower
for
each
of h
er c
hild
ren.
3.
Kris
ten
had
neve
r se
en s
o m
any
colo
rful
flow
ers.
4.
The
stu
dent
s ha
ve v
isite
d ev
ery
hous
e on
the
str
eet.
5.
The
y ha
ve c
olle
cted
300
can
s of
food
for
the
shel
ter.
6.
The
stu
dent
s ha
d ex
ceed
ed t
heir
goal
.
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
( )
.
7.
kee
p (
pre
sent
per
fect
)
8.
esc
ape
(pas
t p
erfe
ct)
9.
lea
ve (
pas
t p
erfe
ct)
10.
fly
(p
ast
per
fect
)
11.
lay
(p
rese
nt p
erfe
ct)
12.
obs
erve
(p
ast
per
fect
)
pres
ent p
erfe
ct
My
frien
d ha
s ke
pt p
igeo
ns fo
r yea
rs.
Kay
said
the
bird
had
esc
aped
from
its
coop
.
Rita
had
left
the
door
to th
e co
op o
pen.
The
pige
on h
ad fl
own
acro
ss th
e pa
rk.
Jane
thin
ks th
e pi
geon
has
laid
its
eggs
.
past
per
fect
past
per
fect
pres
ent p
erfe
ct
pres
ent p
erfe
ct
past
per
fect
Char
ley
had
obse
rved
the
bird
s on
the
roof
nex
t doo
r.
Poss
ible
resp
onse
s ar
e sh
own. 85
Gra
mm
ar P
ract
ice
Bo
ok
RXE
NL0
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GPB
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:18
AM
45 Student Edition pp. 84–85
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arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
ePe
rfec
t Te
nse
s
Less
on
24
Wri
te t
he
futu
re-p
erfe
ct f
orm
of
each
ver
b.
1.
lea
rn
2.
sp
eak
3.
writ
e
4.
sel
l
5.
lift
6.
be
7.
tel
l
8.
pou
r
Wri
te s
ente
nce
s us
ing
th
e fu
ture
-per
fect
ten
se o
f th
e ve
rbs
bel
ow
. Use
eac
h v
erb
o
nly
on
ce.
fi
nis
h
bu
ild
read
g
row
9.
10.
11.
12.
will
hav
e le
arne
d
will
hav
e sp
oken
will
hav
e w
ritte
n
will
hav
e so
ld
will
hav
e lif
ted
will
hav
e be
en
will
hav
e to
ld
will
hav
e po
ured
By lu
ncht
ime
I will
hav
e fin
ishe
d fe
edin
g th
e bi
rds.
Kiar
a w
ill h
ave
built
the
pige
on lo
ft al
l by
hers
elf.
By n
ext w
eek,
the
pige
ons
will
hav
e gr
own
a lo
t.
Soon
, I w
ill h
ave
read
mos
t of t
he b
ird b
ooks
in th
e lib
rary
!
Poss
ible
resp
onse
s ar
e sh
own.
86G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
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GPB
_086
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19/0
67:
07:5
3AM
© H
arco
urt
• G
rade
5
Nam
e
Less
on
24
1.
Whi
ch is
the
ver
b ph
rase
in S
ente
nce
1?A
has
Bw
ante
d to
rid
eC
has
wan
ted
Dto
rid
e
2.
Whi
ch v
erb
form
sho
uld
rep
lace
the
un
derli
ned
wor
d in
Sen
tenc
e 2?
Aac
hiev
esB
achi
evin
gC
achi
eved
Dto
ach
ieve
3.
Whi
ch fo
rm o
f the
ver
b dr
eam
is u
sed
in S
ente
nce
4?A
pas
t-p
erfe
ct t
ense
Bfu
ture
-per
fect
ten
seC
pre
sent
-per
fect
ten
seD
pas
t-te
nse
4.
Whi
ch s
ente
nce
corr
ectly
use
s a
verb
in
the
pre
sent
ten
se?
ASe
nten
ce 3
BSe
nten
ce 4
CSe
nten
ce 5
DSe
nten
ce 6
5.
Whi
ch fo
rm o
f the
ver
b ar
rive
is u
sed
in S
ente
nce
3?A
pre
sent
-per
fect
ten
seB
pas
t-p
erfe
ct t
ense
Cfu
ture
-per
fect
ten
seD
pre
sent
ten
se
6.
Whi
ch fo
rm o
f the
ver
b ta
ke is
use
d in
Sen
tenc
e 6?
Ap
ast-
per
fect
ten
seB
futu
re-p
erfe
ct t
ense
Cp
rese
nt-p
erfe
ct t
ense
Dp
ast
tens
e
(1) L
uca
s h
as w
ante
d t
o r
ide
the
Su
per
Co
aste
r fo
r as
lon
g a
s h
e ca
n r
emem
ber
.
(2) H
e w
ill h
ave
ach
ieve
his
go
al a
fter
to
day
’s t
rip
to
Meg
a P
ark
. (3) “
Th
e d
ay h
as f
inal
ly
arri
ved
!” h
e th
ou
gh
t. (4
) He
had
dre
amed
of
rid
ing
on
Su
per
Co
aste
r m
any
tim
es.
(5) F
inal
ly, L
uca
s ap
pro
ach
es t
he
rid
e w
ith
a m
ixtu
re o
f fe
ar a
nd
exc
item
ent.
(6) I
n a
mat
ter
of
min
ute
s, h
e w
ill h
ave
tak
en t
he
rid
e o
f h
is li
feti
me.
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 b
elo
w.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
87G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_087
.indd
879/
19/0
67:
08:0
7AM
46 Student Edition pp. 86–87
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e Pe
rfec
t Te
nse
s
Less
on
24
Un
der
line
the
verb
ph
rase
in e
ach
sen
ten
ce. T
hen
iden
tify
th
e te
nse
of
each
on
e as
pre
sent
per
fect
, pas
t pe
rfec
t, o
r fu
ture
per
fect
.
1. T
he c
lass
has
gon
e on
a fi
eld
trip
to
the
scie
nce
mus
eum
.
2.
Whe
n th
ey r
etur
n, t
hey
will
hav
e le
arne
d ab
out
city
hab
itats
.
3.
Jen
ny h
ad d
ecid
ed t
o w
rite
her
scie
nce
pap
er o
n bi
rds
that
live
in c
ities
.
4.
The
libr
ary
will
hav
e cl
osed
long
bef
ore
she
arriv
es.
5.
Who
has
bor
row
ed m
y sc
ienc
e bo
ok?
6.
Yvo
nne
had
said
Jenn
y co
uld
use
her
book
.
Wri
te a
sen
ten
ce u
sin
g e
ach
ver
b. U
se t
he
verb
ten
se s
ho
wn
in p
aren
thes
es (
).
7.
dra
w (
pre
sent
per
fect
)
8.
cho
ose
(pas
t p
erfe
ct)
9.
pai
nt (
futu
re p
erfe
ct)
10.
hel
p (
pre
sent
per
fect
)
11.
mak
e (p
ast
per
fect
)
12.
im
pro
ve (
pre
sent
per
fect
)
pres
ent p
erfe
ct
past
per
fect
pres
ent p
erfe
ct
Carlo
has
dra
wn
the
first
ske
tche
s fo
r our
mur
al.
The
child
ren
had
chos
en a
n an
imal
them
e.
By to
mor
row
, we
will
hav
e pa
inte
d se
vera
l of t
he a
nim
als.
The
proj
ect h
as h
elpe
d br
ing
peop
le to
geth
er in
the
com
mun
ity.
They
had
not
mad
e a
mur
al b
efor
e.
Poss
ible
resp
onse
s ar
e sh
own.
futu
re p
erfe
ct
past
per
fect
futu
re p
erfe
ct
Ever
yone
thin
ks th
e m
ural
has
impr
oved
the
neig
hbor
hood
.
88G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
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GPB
_088
.indd
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/06
7:0
8:29
AM
© H
arco
urt
• G
rade
5
Nam
e G
ram
mar
–Wri
tin
g
Co
nn
ecti
on
Less
on
25
1.
Whi
ch s
ente
nce
has
an a
ctio
n ve
rb
that
doe
s N
OT
agre
e w
ith it
s si
ngul
ar
subj
ect?
A
Sent
ence
1B
Se
nten
ce 3
C
Sent
ence
4D
Se
nten
ce 5
2.
Whi
ch is
a li
nkin
g ve
rb in
Se
nten
ce 3
?A
is
B
asC
st
arts
D
driv
es
3.
Whi
ch v
erb
coul
d co
mp
lete
Se
nten
ce 2
?A
se
tsB
se
tC
si
tsD
si
t
4.
Whi
ch s
ente
nce
has
an a
ctio
n ve
rb
that
doe
s N
OT
agre
e w
ith it
s p
lura
l su
bjec
t?A
Se
nten
ce 1
B
Sent
ence
3C
Se
nten
ce 4
D
Sent
ence
5
5.
Whi
ch v
erb
coul
d co
mp
lete
Se
nten
ce 6
?A
ra
ises
B
rais
eC
ris
esD
ris
e
6.
Whi
ch s
ente
nce
has
a lin
king
ver
b th
at d
oes
NO
T ag
ree
with
its
subj
ect?
A
Sent
ence
1B
Se
nten
ce 3
C
Sent
ence
4D
Se
nten
ce 5
(1)
It is
th
e d
ay o
f th
e b
ig c
har
ity
socc
er m
atch
, an
d J
enn
a fe
el n
ervo
us.
(2
) S
he
on
her
bed
an
d p
ull
s o
n h
er n
ew s
occ
er s
ho
es. (
3)
Jen
na’
s m
om
is e
xcit
ed
as s
he
star
ts t
he
car
and
dri
ves
Jen
na
to t
he
mat
ch. (
4)
Jen
na
pla
y h
er b
est
socc
er e
ver
du
rin
g t
od
ay’s
mat
ch! (
5)
All
of
her
fri
end
s ch
eers
her
on
. (6
) A
fter
th
e m
atch
, sh
e
th
e tr
op
hy
hig
h a
bo
ve h
er h
ead
!
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 b
elo
w.
89G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_089
.indd
89
9/9/
06
8:25
:46
AM
47 Student Edition pp. 88–89
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arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e
Less
on
25
(1) M
s. L
uiz
wil
l hav
e g
iven
th
e o
rder
to
sta
rt d
igg
ing.
(2) S
he
had
ask
ed e
very
on
e
to jo
in in
th
e h
ard
wo
rk. (3
) “I
told
th
e m
ayo
r th
at w
e h
ad c
om
ple
ted
th
is g
ard
en b
y
5:0
0 P
.M. t
od
ay!”
sai
d M
s. L
uiz
. (4) “
Juli
o, w
hat
had
yo
u d
on
e w
ith
yo
ur
sho
vel?
” sh
e
ask
ed. (5
) Aft
er m
any
ho
urs
, th
e cr
ew o
f w
ork
ers
fin
ish
ed a
ll o
f th
e p
lan
tin
g an
d
wat
erin
g. (6
) By
the
tim
e sh
e le
aves
, Ms.
Lu
iz w
ill h
ave
than
ked
eve
ry v
olu
nte
er.
1.
Whi
ch v
erb
form
sho
uld
rep
lace
the
un
derli
ned
wor
ds in
Sen
tenc
e 1?
A
have
giv
enB
ha
d gi
ven
C
givi
ngD
gi
ve
2.
Whi
ch fo
rm o
f the
ver
b as
k is
use
d in
Sen
tenc
e 2?
A
pas
t-p
erfe
ct t
ense
B
pre
sent
-per
fect
ten
seC
p
rese
nt t
ense
D
futu
re t
ense
3.
In
Sent
ence
3, h
ow c
ould
the
ve
rb c
ompl
ete
be c
hang
ed t
o p
rese
nt-p
erfe
ct t
ense
?A
co
mp
lete
B
will
hav
e co
mp
lete
dC
ha
d co
mp
lete
dD
ha
ve c
omp
lete
d
4.
Whi
ch v
erb
form
sho
uld
rep
lace
the
un
derli
ned
wor
ds in
Sen
tenc
e 4?
A
have
don
eB
w
ere
done
C
are
done
D
corr
ect
as is
5.
Whi
ch s
ente
nce
corr
ectly
use
s ve
rbs
in t
he p
ast
tens
e?A
Se
nten
ce 1
B
Sent
ence
3C
Se
nten
ce 5
D
Sent
ence
6
6.
Whi
ch is
the
ver
b te
nse
of t
he
unde
rline
d ve
rb p
hras
e in
Se
nten
ce 6
?A
p
rese
nt-p
erfe
ct t
ense
B
futu
re-p
erfe
ct t
ense
C
pas
t-p
erfe
ct t
ense
D
futu
re t
ense
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 b
elo
w.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
90G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_090
.indd
90
9/19
/06
7:0
8:49
AM
© H
arco
urt
• G
rade
5
Nam
eIr
reg
ula
r V
erb
s
Less
on
26
Rew
rite
eac
h s
ente
nce
wit
h t
he
pas
t-te
nse
fo
rm o
f th
e ve
rb
in p
aren
thes
es (
).
1.
Lew
is a
nd C
lark
(be
gin)
the
ir jo
urne
y.
2.
The
par
ty o
f exp
lore
rs (
go)
very
far.
3.
The
y (f
ind)
a r
oute
to
the
wes
t co
ast.
4.
The
Nat
ive
Am
eric
ans
(sp
eak)
to
the
exp
lore
rs.
5.
Lew
is a
nd C
lark
(ke
ep)
a jo
urna
l of t
heir
trav
els.
6.
The
y (s
pen
d) t
ime
mak
ing
map
s, t
oo.
Use
th
e p
ast-
ten
se f
orm
of
a w
ord
in t
he
bo
x to
co
mp
lete
eac
h s
ente
nce
.
swim
com
ekn
ow
run
7.
Lew
is a
nd C
lark
t
hey
had
a lo
ng w
ay t
o go
.
8.
The
exp
lore
rs
alo
ng t
he r
iver
bank
.
9.
The
hor
ses
acr
oss
the
river
to
the
othe
r si
de.
10.
Eve
ntua
lly, t
he e
xped
ition
t
o an
end
.
Wri
te s
ente
nce
s, u
sin
g t
he
pas
t-te
nse
fo
rms
of
thes
e ir
reg
ula
r ve
rbs:
lie,
lay,
sit,
and
fly.
Acce
pt re
ason
able
resp
onse
s.
Lew
is a
nd C
lark
beg
an th
eir j
ourn
ey.
The
party
of e
xplo
rers
wen
t ver
y fa
r.
They
foun
d a
rout
e to
the
wes
t coa
st.
The
Nativ
e Am
eric
ans
spok
e to
the
expl
orer
s.
Lew
is a
nd C
lark
kep
t a jo
urna
l of t
heir
trave
ls.
They
spe
nt ti
me
mak
ing
map
s, to
o.
knew
ran
swam
cam
e
91G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_091
.indd
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9/06
8:27
:36
AM
48 Student Edition pp. 90–91
RXENL08ATE51_GPB.indd 48RXENL08ATE51_GPB.indd 48 10/4/06 10:22:15 PM10/4/06 10:22:15 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
eIr
reg
ula
r V
erb
s
Less
on
26
1.–1
0. C
om
ple
te t
he
char
t w
ith
th
e p
rin
cip
al p
arts
of
each
ver
b.
Infi
nit
ive
Pres
ent
Part
icip
le
Past
Ten
se
Past
Par
tici
ple
to t
hrow
(is
, was
) th
row
ing
(h
ave,
has
, had
) th
row
n
to b
ring
(is, w
as)
br
ough
t (h
ave,
has
, had
)
to e
at
(is, w
as)
eatin
g
(hav
e, h
as, h
ad)
to s
hake
(is
, was
)
shoo
k (h
ave,
has
, had
) sh
aken
to t
ake
(is, w
as)
(hav
e, h
as, h
ad)
take
n
to fo
rget
(is
, was
) fo
rget
ting
(h
ave,
has
, had
)
Com
ple
te e
ach
sen
ten
ce, u
sin
g t
he
verb
an
d v
erb
for
m s
how
n in
par
enth
eses
( )
.
11.
(bu
y, p
ast
tens
e)
Pr
esid
ent
Jeffe
rson
t
errit
ory
from
Fra
nce.
12.
(w
ant,
pas
t p
artic
iple
)
H
e t
o ha
ve t
he a
rea
exp
lore
d.
13.
(gi
ve, p
ast
tens
e)
H
e t
he jo
b to
Lew
is a
nd C
lark
.
14.
(te
ll, p
ast
par
ticip
le)
Je
ffers
on
the
m t
o fin
d a
rout
eth
roug
h th
e Ro
cky
Mou
ntai
ns.
15.
(st
udy,
pre
sent
par
ticip
le)
Th
e m
en
the
wild
life.
16.
(m
ake,
pas
t te
nse)
Th
ey
a m
ap o
f the
Mis
sour
i Riv
er.
17.
(bu
y, p
ast
par
ticip
le)
Th
ey
four
can
oes
from
Nat
ive
Am
eric
ans.
18.
(flo
w, p
rese
nt p
artic
iple
)
Th
e w
ater
of t
he r
iver
n
orth
.
thre
wbr
ingi
ngat
esh
akin
gta
king
took
forg
ot
brou
ght
eate
n
forg
otte
n
has/
had
wan
ted
gave
has/
had
told
are/
wer
e st
udyi
ng
mad
e
have
/had
bou
ght
is/w
as fl
owin
g
boug
ht 92G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_092
.indd
929/
19/0
67:
09:0
4AM
© H
arco
urt
• G
rade
5
Nam
eG
ram
mar
–Wri
tin
g
Co
nn
ecti
on
Less
on
26
1.
Whi
ch v
erb
form
sho
uld
rep
lace
the
un
derli
ned
wor
d in
Sen
tenc
e 1?
Ash
ines
Bsh
inin
gC
shon
eD
shon
ed
2.
Whi
ch w
ord
coul
d co
mp
lete
Se
nten
ce 2
?A
swam
Bsw
umC
swim
med
Dsw
im
3.
Whi
ch v
erb
form
is u
sed
in
Sent
ence
3?
Ain
finiti
veB
pre
sent
par
ticip
leC
pas
t te
nse
Dp
ast
par
ticip
le
4.
Whi
ch w
ord
or w
ords
cou
ld c
omp
lete
Se
nten
ce 4
?A
finds
Bfin
ding
Cha
d fo
und
Dfo
unde
d
5.
Whi
ch v
erb
form
is u
nder
lined
in
Sen
tenc
e 5?
Ain
finiti
veB
pre
sent
par
ticip
leC
pas
t te
nse
Dp
ast
par
ticip
le
6.
Whi
ch w
ord
or w
ords
cou
ld c
omp
lete
Se
nten
ce 6
?A
flies
Bflo
wn
Cis
flyi
ngD
flew
(1) T
he
sun
sh
ine
and
war
med
th
e sa
nd
bu
t n
ot
the
chil
ly o
cean
. (2) N
o o
ne
in t
he
cold
wat
er. (3
) So
me
of
the
exp
lore
rs b
uil
t a
fire
. (4) F
arth
er d
ow
n
the
bea
ch, a
gro
up
of
off
icer
s in
vest
igat
ed a
sm
all c
ove
th
ey
. (5) T
he
sun
was
set
tin
g w
hen
th
ey le
ft t
he
bea
ch t
o m
ake
cam
p. (6
) A f
ew s
eag
ull
s in
circ
les
abo
ve t
hem
.
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 b
elo
w.
93G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_093
.indd
939/
9/06
8:28
:47
AM
49 Student Edition pp. 92–93
RXENL08ATE51_GPB.indd 49RXENL08ATE51_GPB.indd 49 10/4/06 10:22:16 PM10/4/06 10:22:16 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e
Less
on
26
Co
mp
lete
eac
h s
ente
nce
wit
h a
ver
b f
orm
fro
m t
he
bo
x.Th
en la
bel
eac
h v
erb
fo
rm a
s pr
esen
t pa
rtic
iple
, pas
t te
nse,
or
past
par
tici
ple.
b
lew
ro
de
saw
w
ere
bit
ing
h
ad r
idd
en
1.
Whe
n tr
avel
ing
over
land
, the
men
o
n p
onie
s.
2.
Lew
is
man
y m
iles.
3.
The
exp
lore
rs
sto
rm c
loud
s ga
ther
ing.
4.
The
win
d m
ost
of t
he c
loud
s aw
ay.
5.
How
ever
, ins
ects
t
hem
all
nigh
t.
Com
ple
te e
ach
sen
ten
ce, u
sin
g t
he
verb
an
d t
he
verb
for
m s
how
n in
par
enth
eses
( )
.
6.
(re
st, p
rese
nt p
artic
iple
)
Th
e gr
oup
a
fter
a lo
ng d
ay o
f wal
king
.
7.
(dr
ink,
pas
t p
artic
iple
)
So
meo
ne
the
last
of t
he w
ater
.
8.
(he
ar, p
ast)
Th
e m
en
the
sou
nd o
f run
ning
wat
er.
9.
(ru
n, p
rese
nt p
artic
iple
)
So
meo
ne
ahe
ad t
o fin
d th
e so
urce
.
10.
(co
me,
pas
t p
artic
iple
)
A
t la
st, t
hey
to
the
Col
umbi
a Ri
ver!
Irre
gu
lar
Ver
bs
rode
had
ridde
n saw
blew w
ere
bitin
g
past
tens
epa
st p
artic
iple
past
tens
e
pas
t ten
se
pres
ent p
artic
iple
is/w
as re
stin
g
has/
had
drun
k
hear
d
is/w
as ru
nnin
g
had
com
e
94G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_094
.indd
94
9/9/
06
8:29
:23
AM
© H
arco
urt
• G
rade
5
Nam
eC
on
trac
tio
ns
Less
on
27
Wri
te t
he
con
trac
tio
n f
or
each
un
der
lined
pai
r o
f w
ord
s.
1.
I a
m h
opin
g to
find
gol
d.
2.
It
will
be
a di
fficu
lt jo
urne
y.
3.
The
y ar
e st
rong
and
bra
ve.
4.
We
have
got
to
clim
b 1
,000
feet
.
5.
It
is t
oo s
teep
for
anim
als
to g
o up
.
6.
We
are
carr
ying
our
sup
plie
s ou
rsel
ves.
7.
He
said
he
had
neve
r be
en s
o fa
r fr
om h
ome.
8.
Tw
o m
en s
ay t
hey
have
alre
ady
had
som
e lu
ck.
9.
Is
this
wha
t yo
u ar
e lo
okin
g fo
r?
10.
She
is h
oldi
ng a
nug
get
of g
old!
Cir
cle
the
wo
rd t
hat
co
rrec
tly
com
ple
tes
each
sen
ten
ce.
11.
( It
’s ,I
ts )
very
col
d in
the
Yuk
on.
12.
( T
hey’
re ,
Thei
r ) s
uch
hard
wor
king
min
ers.
13.
The
y w
ear
( the
y’re
, th
eir )
boo
ts a
nd h
elm
ets.
14.
( Yo
ur ,
You’
re )
exp
ecte
d to
car
ry s
upp
lies.
15.
He
carr
ies
the
bag
by (
it’s
, its
) ha
ndle
.
16.
“( Yo
ur ,
You’
re )
clai
m is
exc
elle
nt!”
sai
d th
e m
an.
17.
( It
s , It
’s )
loca
ted
dow
n th
e ro
ad a
bout
a m
ile.
18.
( T
hey’
re ,
Thei
r ) g
oing
to
be r
ich!I’m It’
ll
They
’re We’
ve It’s We’
re he’d
they
’ve
you’
re
She’
s
95G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_095
.indd
959/
9/06
8:29
:59
AM
50 Student Edition pp. 94–95
RXENL08ATE51_GPB.indd 50RXENL08ATE51_GPB.indd 50 10/4/06 10:22:18 PM10/4/06 10:22:18 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
eC
on
trac
tio
ns
Less
on
27
Wri
te t
he
con
trac
tio
n f
or
each
of
the
und
erlin
ed w
ord
s.
1.
Wom
en w
ere
not
allo
wed
to
regi
ster
a c
laim
for
gold
.
2.
The
pro
spec
tors
hav
e no
t fo
und
the
tow
n.
3.
The
man
sai
d he
doe
s no
t w
ant
to m
ine
at t
hat
cree
k.
4.
She
is n
ot lo
okin
g fo
rwar
d to
the
win
ter.
5.
The
peo
ple
did
not
hav
e en
ough
food
last
yea
r.
6.
I d
o no
t se
e m
y su
pp
lies.
7.
Is
that
not
you
r p
ack
of fo
od?
8.
We
will
not
be
par
t of
tha
t gr
oup
of p
rosp
ecto
rs.
9.
The
y co
uld
not
find
thei
r w
ay, a
nd t
hey
got
lost
.
10.
You
sho
uld
not
liste
n to
wha
t th
ey s
ay.
11.
Do
you
not
see
how
muc
h co
nfus
ion
you
caus
ed?
12.
I’m
sor
ry, b
ut I
was
not
sur
e of
the
dire
ctio
ns.
13.
The
y w
ould
not
tak
e re
spon
sibi
lity
for
the
mis
take
.
Rew
rite
eac
h s
ente
nce
wit
h t
he
corr
ect
con
trac
tio
n.
14.
The
wom
an c
ould
not
bel
ieve
wha
t sh
e sa
w.
15.
I w
ill n
ot t
ell a
nyon
e ab
out
your
dis
cove
ry.
16.
She
did
not
say
any
thin
g to
her
frie
nd.
wer
en’t
have
n’t do
esn’
t
isn’
t didn
’t
don’
t Isn’
t
won
’tco
uldn
’tsh
ould
n’t Do
n’t
was
n’t
wou
ldn’
t
The
wom
an c
ould
n’t b
elie
ve w
hat s
he s
aw.
I won
’t te
ll an
yone
abo
ut y
our d
isco
very
.
She
didn
’t sa
y an
ythi
ng to
her
frie
nd.
96G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_096
.indd
969/
9/06
8:30
:35
AM
© H
arco
urt
• G
rade
5
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 b
elo
w.
(1) T
od
ay, w
e ar
e g
oin
g f
or
a ri
de
ove
r th
e ca
nyo
n in
a h
elic
op
ter.
(2) I
ho
pe
go
ing
to e
njo
y it
. (3) Th
e
last
to
ur
gro
up
sai
d t
his
was
fav
ori
te d
ay t
rip.
(4) Y
ou
wil
l hav
e o
ne
ho
ur
to e
xplo
re t
he
can
yon
.
(5) Y
ou
sh
ou
ldn’
t w
and
er t
oo
far
fro
m t
he
lan
din
g a
rea.
(6)
ret
urn
fl ig
ht
leav
es a
t si
x o’
clo
ck.
1.
Whi
ch w
ord
coul
d re
pla
ce t
he
unde
rline
d w
ords
in S
ente
nce
1?A
we’
veB
wer
eC
we’
reD
we’
d
2.
Whi
ch w
ord
coul
d co
mp
lete
Sent
ence
2?
Ayo
urB
you’
reC
you’
veD
your
e
3.
Whi
ch w
ord
coul
d co
mp
lete
Se
nten
ce 3
?A
thei
rB
they
’re
Cth
eirs
Dth
ere
4.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
wor
ds in
Sen
tenc
e 4
with
a
cont
ract
ion?
AYo
u’ve
BYo
u’ll
have
CYo
u w
ill’v
eD
You’
ve h
ad
5.
The
und
erlin
ed w
ord
in S
ente
nce
5 is
a
cont
ract
ion
of w
hich
wor
ds?
Ash
ould
hav
eB
shou
ld n
otC
shou
ld b
eD
shou
ld a
re
6.
Whi
ch w
ord
coul
d co
mp
lete
Se
nten
ce 6
?A
You’
llB
Your
CYo
u’re
DYo
urs
97G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_097
.indd
979/
9/06
8:31
:24
AM
51 Student Edition pp. 96–97
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e C
on
trac
tio
ns
Less
on
27
Wri
te t
he
con
trac
tio
n f
or
the
und
erlin
ed w
ord
s in
ea
ch s
ente
nce
.
1.
She
is a
dar
ing
exp
lore
r.
2.
The
y ar
e th
inki
ng a
bout
ret
urni
ng t
o C
alifo
rnia
.
3.
The
y ar
e no
t fin
ding
gol
d he
re a
nym
ore.
4.
We
are
out
of fo
od.
5.
You
hav
e go
t tw
o da
ys t
o m
ake
a de
cisi
on.
6.
She
cou
ld n
ot m
ake
up h
er m
ind.
7.
I h
ave
not
had
time
to d
ecid
e.
8.
“I a
m t
oo t
ired
to p
lan
anyt
hing
,” s
aid
the
wom
an.
9.
“It
is t
ime
to s
top
dre
amin
g an
d go
hom
e,”
he s
aid.
10.
It
shou
ld n
ot t
ake
very
long
to
pac
k.
11.
You
will
not
hav
e to
tra
vel s
o fa
r th
is t
ime.
12.
He
has
foun
d a
new
tra
il.
13.
The
y st
ill h
ad n
ot d
ecid
ed o
n a
pla
n.
Un
der
line
the
wo
rd t
hat
co
rrec
tly
com
ple
tes
each
sen
ten
ce.
14.
(It
s, It
’s)
cold
and
win
dy t
oday
.
15.
(Th
eir,
They
’re)
leav
ing
in a
n ho
ur.
16.
(Yo
ur, Y
ou’r
e) h
orse
s ar
e p
rep
ared
for
trav
el.
17.
(Th
eir,
They
’re)
sad
dles
are
cle
an a
nd r
eady
.
18.
(Yo
ur, Y
ou’r
e) g
oing
to
be la
te.Sh
e’s
They
’re
aren
’t
We’
re
You’
ve
coul
dn’t
have
n’t
I’m It’s
shou
ldn’
tw
on’t
He’s
hadn
’t
98G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_098
.indd
98
9/9/
06
8:32
:12
AM
© H
arco
urt
• G
rade
5
Nam
eA
dve
rbs
Less
on
28
Un
der
line
each
ad
verb
. Id
enti
fy w
het
her
th
e ad
verb
tel
ls
how
,whe
n,w
here
, or
to w
hat
exte
nt.
1.
The
tea
m is
clim
bing
car
eful
ly.
2.
The
y fr
eque
ntly
sto
p t
o re
st.
3.
A g
uide
oft
en c
heck
s th
e sk
y fo
r st
orm
s.
4.
Sud
denl
y, t
he g
uide
wav
es h
is a
rms.
5.
Eve
ryon
e lo
oks
up.
6.
The
clo
uds
abov
e da
rken
.
7.
The
clim
bers
hav
e to
ret
urn
imm
edia
tely
.
8.
The
tea
m s
adly
look
s at
the
mou
ntai
n’s
pea
k.
9.
The
n th
ey q
uick
ly b
egin
des
cend
ing
the
trai
l.
10.
The
y w
ill fi
nish
the
clim
b la
ter.
Co
mp
lete
eac
h s
ente
nce
by
usin
g t
he
corr
ect
com
par
ativ
e fo
rm o
f th
e ad
verb
in
par
enth
eses
( )
.
11.
Jas
on h
ikes
t
han
Tom
. (fa
st)
12.
Of a
ll th
e hi
kers
, Lea
h w
alks
the
. (
far)
13.
I w
alk
mor
e t
han
my
sist
er. (
slow
)
14.
Thi
s ye
ar’s
trai
l map
is
tha
n la
st y
ear’s
map
. (go
od)
15.
Mrs
. Rui
z sp
eaks
the
o
f all
the
clim
bers
. (so
ft)
how
how
or w
hen
whe
reto w
hat e
xten
t
whe
re
whe
n how
how
whe
n
fast
er
farth
est
slow
ly
bette
r
softe
st
to w
hat e
xten
t
99G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K51_
GPB
_099
.indd
999/
19/0
67:
09:1
6AM
52 Student Edition pp. 98–99
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
eA
dve
rbs
Less
on
28
Un
der
line
the
wo
rd in
par
enth
eses
( )
th
at c
orr
ectl
y co
mp
lete
s ea
ch s
ente
nce
.
1.
Jea
n di
dn’t
hav
e (n
o, a
ny)
cook
ing
equi
pm
ent.
2.
Jos
h co
uldn
’t fi
nd h
is b
ackp
ack
(now
here
, any
whe
re).
3.
You
sho
uldn
’t (
ever
, nev
er)
go c
amp
ing
unp
rep
ared
.
4.
My
hiki
ng b
oots
are
n’t
(now
here
, any
whe
re)
to b
e fo
und.
5.
Don
’t s
ay (
noth
ing,
any
thin
g) a
bout
the
mis
sing
flas
hlig
ht.
If t
he
sen
ten
ce is
co
rrec
t, w
rite
cor
rect
. If
it is
inco
rrec
t, r
ewri
te it
co
rrec
tly.
6.
Joh
n w
asn’
t ne
ver
afra
id o
f wat
er.
7.
Kay
has
not
lear
ned
noth
ing
abou
t fir
st a
id.
8.
Jes
sie
wou
ldn’
t ne
ver
forg
et h
er w
et s
uit.
9.
My
sist
er h
as n
ever
gon
e di
ving
with
us.
10.
Don
’t s
ay n
othi
ng a
bout
div
ing
with
sha
rks.
11.
Nob
ody
know
s m
ore
scub
a di
ving
fact
s th
an M
r. C
ain.
12.
Lia
m d
oesn
’t n
eed
no h
elp
pac
king
his
gea
r.
Poss
ible
resp
onse
s ar
e sh
own.
John
was
nev
er a
fraid
of w
ater
.
Kay
has
not l
earn
ed a
nyth
ing
abou
t firs
t aid
.
Jess
ie w
ould
n’t e
ver f
orge
t her
wet
sui
t.
corr
ect
Don’
t say
any
thin
g ab
out d
ivin
g w
ith s
hark
s.
corr
ect
Liam
nee
ds n
o he
lp p
acki
ng h
is g
ear.
100
Gra
mm
ar P
ract
ice
Bo
ok
RXE
NL0
8AW
K51_
GPB
_100
.indd
100
9/9/
068:
34:3
2AM
© H
arco
urt
• G
rade
5
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 b
elo
w.
(1) F
oll
ow
th
e ti
ps,
an
d y
ou
wil
l so
on
kn
ow
ho
w t
o p
ack
a b
ack
pac
k p
rop
erly
.
(2) F
irst
, mak
e a
list
of
equ
ipm
ent
nee
ded
fo
r yo
ur
trip
. (3) R
oll
yo
ur
slee
pin
g b
ag
tigh
tly,
an
d p
ush
it g
entl
y b
ut
fi rm
ly in
to it
s st
uff
sac
k. (4
) Th
en,
pla
ce h
eavi
er it
ems
in y
ou
r p
ack
. (5) P
ack
su
nsc
reen
an
d s
nac
ks
so t
hat
th
ey a
re e
asil
y
reac
hed
. (6) D
on’
t n
ever
fo
rget
to
rev
iew
yo
ur
chec
kli
st b
efo
re y
ou
leav
e h
om
e!
1.
Whi
ch d
escr
ibes
the
adv
erbs
in
Sent
ence
1?
ASo
on t
ells
whe
re; p
rope
rly t
ells
ho
w.
BSo
on t
ells
whe
n; p
rope
rly t
ells
w
hen.
CSo
on t
ells
whe
n; p
rope
rly t
ells
how
.D
Soon
tel
ls t
o w
hat
exte
nt; p
rope
rlyte
lls w
hen.
2.
Whi
ch w
ord
in S
ente
nce
2 is
an
adve
rb?
AFi
rst
Bof
Cfo
rD
trip
3.
Whi
ch is
NO
T an
adv
erb
in
Sent
ence
3?
Atig
htly
Bp
ush
Cge
ntly
Dfir
mly
4.
Whi
ch is
an
adve
rb t
hat
coul
d co
mp
lete
Sen
tenc
e 4?
Ano
tB
fast
Csl
ower
Dca
refu
lly
5.
Whi
ch w
ord
in S
ente
nce
5 is
an
adve
rb?
Aan
dB
that
Cso
Dea
sily
6.
Whi
ch w
ords
sho
uld
rep
lace
the
un
derli
ned
wor
ds in
Sen
tenc
e 6?
AD
on’t
eve
r B
Do
not
neve
r C
In n
o w
ayD
Do
ever
101
Gra
mm
ar P
ract
ice
Bo
ok
RXE
NL0
8AW
K51_
GPB
_101
.indd
101
9/9/
068:
35:3
5AM
53 Student Edition pp. 100–101
RXENL08ATE51_GPB.indd 53RXENL08ATE51_GPB.indd 53 10/4/06 10:22:21 PM10/4/06 10:22:21 PM
© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e A
dve
rbs
Less
on
28
Un
der
line
the
wo
rd o
r w
ord
s th
at c
orr
ectl
y co
mp
lete
eac
h
sen
ten
ce.
1.
The
gro
up s
its (
qui
et, q
uiet
ly)
in t
he p
lane
.
2.
Dae
shau
n p
rep
ares
(m
ore
eage
rly, m
ost
eage
rly)
than
Tom
.
3.
Thi
s ju
mp
is (
easy
, eas
ily)
for
him
.
4.
Cor
rine
(slo
wly
, slo
w)
fast
ens
her
belt.
5.
Hal
put
s on
his
par
achu
te (
fast
, fas
ter)
tha
n Su
e.
6.
He
(soo
n, s
oone
st)
gets
rea
dy.
7.
I fl
y a
pla
ne (
wel
l, be
tter
) th
an m
y si
ster
.
8.
Rae
sky
dive
s (w
ell,
bett
er).
If t
he
sen
ten
ce is
co
rrec
t, w
rite
cor
rect
. If
it is
inco
rrec
t, r
ewri
te it
co
rrec
tly.
9.
I d
on’t
kno
w n
othi
ng a
bout
tra
pez
e ar
tists
.
10.
He
hasn
’t n
ever
see
n th
e ci
rcus
.
11.
Mar
cy d
oes
not
have
no
time
to le
arn
the
rout
ine.
12.
She
has
not
had
non
e al
l wee
k.
13.
I w
ould
do
anyt
hing
to
fly h
igh
like
that
!
14.
The
y do
n’t
neve
r m
anag
e to
fini
sh t
he s
how
on
time.
I don
’t kn
ow a
nyth
ing
abou
t tra
peze
arti
sts.
He h
asn’
t eve
r see
n th
e ci
rcus
.
Mar
cy h
as n
o tim
e to
lear
n th
e ro
utin
e.
She
has
had
none
all
wee
k.
They
nev
er m
anag
e to
fini
sh th
e sh
ow o
n tim
e.
Poss
ible
resp
onse
s ar
e sh
own.
corr
ect
102
Gra
mm
ar P
ract
ice
Bo
ok
RXE
NL0
8AW
K51_
GPB
_102
.indd
10
29/
9/06
8:
36:2
9 AM
© H
arco
urt
• G
rade
5
Nam
ePu
nct
uat
ion
Less
on
29
1.–1
0. C
ircl
e te
n w
ord
s th
at s
ho
uld
be
cap
ital
ized
in
the
lett
er.
Rew
rite
eac
h s
ente
nce
wit
h t
he
corr
ect
cap
ital
izat
ion
an
d p
unct
uati
on
. Un
der
line
wo
rds
that
sh
oul
d b
e it
alic
.
11.
My
rep
ort
is c
alle
d a
wal
k on
the
moo
n.
12.
My
mot
her
read
s th
e m
agaz
ine
new
swee
k.
13.
Did
you
see
the
mov
ie a
pol
lo 1
3?
14.
Let
’s s
ing
the
song
roc
ket
man
.
15.
The
last
cha
pte
r in
the
boo
k w
as c
alle
d sp
ace
trav
el in
the
futu
re.
13
17 P
ark
stre
et
Orla
ndo,
FL
3280
1
june
11,
200
8ca
rson
s, In
corp
orat
ed70
8 th
ird A
venu
eH
oust
on, T
X 7
7069
dear
sir
or m
adam
:I a
m r
etur
ning
the
DVD
you
sen
t to
me.
It a
rriv
ed d
amag
ed a
nd c
anno
t be
use
d.p
leas
e re
fund
my
mon
ey.
si
ncer
ely,
ca
rolin
a Ru
iz
My
repo
rt is
cal
led
“A W
alk
on th
e M
oon.
”
My
mot
her r
eads
the
mag
azin
e Ne
wsw
eek.
Did
you
see
the
mov
ie A
pollo
13?
Let’s
sin
g th
e so
ng “
Rock
et M
an.”
Th
e la
st
chap
ter i
n th
e bo
ok w
as c
alle
d “S
pace
Tra
vel i
n th
e Fu
ture
.”
103
Gra
mm
ar P
ract
ice
Bo
ok
RXE
NL0
8AW
K51_
GPB
_103
.indd
103
9/9/
068:
38:2
2AM
54 Student Edition pp. 102–103
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
ePu
nct
uat
ion
Less
on
29
Rea
d e
ach
sen
ten
ce. A
dd
quo
tati
on
mar
ks w
her
e th
ey
are
nee
ded
.
1.
Wha
t sh
ould
we
do a
bout
our
sci
ence
pro
ject
? M
ark
aske
d.
2.
Dan
sai
d, I
thin
k w
e sh
ould
mak
e a
mod
el o
f an
early
sp
acec
raft
.
3.
Tha
t’s a
goo
d id
ea, r
eplie
d Eg
an. L
et’s
mak
e a
pla
n.
4.
I w
ill d
o th
e re
sear
ch, s
aid
Ben,
if D
an a
nd M
ark
gath
er t
he m
ater
ials
.
5.
I a
gree
, Ben
, Mar
k sa
id. I
’d b
e gl
ad t
o w
ork
with
Dan
.
6.
We
can
mee
t at
my
hous
e an
d ge
t st
arte
d, s
ugge
sted
Ega
n.
7.
I’ll
brin
g so
me
of m
y m
om’s
bro
wni
es, o
ffere
d D
an, i
f you
’d li
ke m
e to
.
8.
I’m
alle
rgic
to
choc
olat
e, w
hine
d Eg
an.
9.
Tha
t’s n
o p
robl
em, s
aid
Dan
. I’ll
brin
g so
me
fig b
ars,
too
.
10.
Let
’s d
o it,
the
y sa
id.
Rew
rite
eac
h s
ente
nce
. Use
co
rrec
t p
unct
uati
on
, quo
tati
on
mar
ks,
and
cap
ital
lett
ers.
11.
whe
re a
re y
ou s
tudy
ing
toda
y da
d as
ked.
12.
let
’s c
all R
osa
sugg
este
d Be
cky.
13.
yes
, giv
e he
r a
call
said
Sue
and
ask
her
to
mee
t us
.
14.
i w
ill m
eet
you
ther
e sa
id r
osa
“Whe
re a
re y
ou s
tudy
ing
toda
y?”
Dad
aske
d.
“”
”
“”
“”
“”
“”
“”
“”
“”
“”
“”
“”
“”
“”
“”
“ “Let
’s c
all R
osa,
” su
gges
ted
Beck
y.
“Yes
, giv
e he
r a c
all,”
sai
d Su
e, “
and
ask
her t
o m
eet u
s.”
“I w
ill m
eet y
ou th
ere,
” sa
id R
osa.
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arco
urt
• G
rade
5
Nam
eG
ram
mar
–Wri
tin
gC
on
nec
tio
n
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 b
elo
w.
(1) L
et m
e re
ad y
ou
th
e n
ote
I w
rote
to
Au
nt
Kat
hy,
sai
d J
osh
. (2) “
I w
ant
to t
han
k
her
fo
r se
nd
ing
th
e b
oo
k t
he
com
ing
of
spac
e tr
avel
. (3) d
ear
aun
t k
ath
y, (4
) th
ank
you
fo
r th
e co
py
of
the
com
ing
of
spac
e tr
avel
. (5) M
y fa
vori
te c
hap
ter
so f
ar is
cal
led
wal
kin
g o
n t
he
mo
on
. (6) y
ou
r n
eph
ew, j
osh
.”
1.
Whi
ch p
unct
uatio
n is
nee
ded
in
Sent
ence
1?
Aq
uota
tion
mar
ks b
efor
e Le
t an
d af
ter
Josh
Ba
com
ma
afte
r w
rote
Cq
uota
tion
mar
ks b
efor
e Le
t an
d af
ter
Kath
y,D
a co
mm
a af
ter
you
2.
Whi
ch is
the
cor
rect
way
to
show
the
tit
le o
f the
boo
k in
Sen
tenc
e 2?
ATh
e C
omin
g of
Spa
ce T
rave
lB
The
Com
ing
Of S
pac
e Tr
avel
C“T
he C
omin
g O
f Sp
ace
Trav
el”
D“t
he c
omin
g of
sp
ace
trav
el”
3.
Whi
ch is
the
cor
rect
way
to
writ
e th
e gr
eetin
g of
Josh
’s le
tter
in
Sent
ence
3?
AD
ear
aunt
kat
hy,
BD
ear
Aun
t Ka
thy,
CD
ear
aunt
Kat
hy,
Dde
ar a
unt
Kath
y
4.
Whi
ch w
ords
in S
ente
nce
4 sh
ould
st
art
with
cap
ital l
ette
rs?
ATh
ank,
Com
ing,
Sp
ace,
Tra
vel
BTh
ank,
Com
ing,
Of,
Spac
e, T
rave
lC
Than
k, S
pac
e, T
rave
lD
Than
k, T
he, C
omin
g, S
pac
e,
Trav
el
5.
How
sho
uld
the
chap
ter
title
in
Sent
ence
5 b
e w
ritte
n?A
“Wal
king
on
the
Moo
n.”
B“W
alki
ng o
n th
e m
oon.
”C
wal
king
on
the
moo
n.D
“Wal
king
on
the
Moo
n.”
6.
Whi
ch is
the
cor
rect
way
to
writ
e Se
nten
ce 6
?A
Your
Nep
hew
, Jos
hB
Your
nep
hew
, Jos
hC
your
nep
hew
, Jos
hD
Your
nep
hew
Josh
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e Pu
nct
uat
ion
Less
on
29
Rew
rite
th
e p
arts
of
a le
tter
. Use
cap
ital
lett
ers
and
co
rrec
t p
unct
uati
on
.
1.
dea
r m
onty
2.
you
r fr
iend
3.
dea
r si
r or
mad
am
4.
sin
cere
ly y
ours
5.
writ
e so
on
6.
dea
r m
rs b
arne
s
7.
you
rs t
ruly
8.
847
nor
th w
ater
view
driv
e
9.
chi
cago
il 6
0613
10.
ap
ril 1
7, 2
008
Rew
rite
eac
h s
ente
nce
. Use
co
rrec
t p
unct
uati
on
. Un
der
line
wo
rds
that
sh
oul
d
be
ital
ic.
11.
may
be w
e ca
n w
rite
a re
por
t ab
out
neil
arm
stro
ng s
ugge
sted
ann
e
12.
tha
t’s a
goo
d id
ea s
aid
dian
e le
t’s g
et s
tart
ed
13.
Mai
rea
d th
e ch
apte
r la
ika
to h
er s
iste
r
14.
our
uni
vers
e is
a p
opul
ar b
ook
Dear
Mon
ty,
Your
frie
nd,
Dear
Sir
or M
adam
:
Sinc
erel
y yo
urs,
Writ
e so
on. o
r Writ
e so
on!
Dear
Mrs
. Bar
nes,
Your
s tru
ly,
847
North
Wat
ervi
ew D
rive
Chic
ago,
IL 6
0613
April
17,
200
8
“May
be w
e ca
n w
rite
a re
port
abou
t Nei
l Arm
stro
ng,”
su
gges
ted
Anne
.
“Tha
t’s a
goo
d id
ea,”
sai
d Di
ane.
“Le
t’s g
et s
tarte
d.”
Mai
read
the
chap
ter “
Laik
a” to
her
sis
ter.
Our U
nive
rse
is a
pop
ular
boo
k.
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M
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arco
urt
• G
rade
5
Nam
e G
ram
mar
–Wri
tin
gC
on
nec
tio
n
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 b
elo
w.
(1) M
y fr
ien
d A
va h
as li
ved
on
Flo
rid
a’s
Gu
lf C
oas
t fo
r tw
o y
ears
.
(2)
rea
lly
fun
to
vis
it h
er. (3
) We
are
bo
th s
erio
us
bir
d-w
atch
ers.
(4) W
e li
ke
to u
se b
ino
cula
rs t
o w
atch
th
e b
ird
s fl
y ar
ou
nd
an
d b
uil
d
nes
ts. (5
) Th
e b
ird
s h
aven
’t n
ever
dis
app
oin
ted
us.
(6) W
e ar
e th
ink
ing
ab
ou
t ta
kin
g
ph
oto
gra
ph
s o
f th
em n
ext
tim
e!
1.
Whi
ch n
ames
the
form
of t
he v
erb
live
used
in S
ente
nce
1?A
p
ast
par
ticip
leB
p
rese
nt p
artic
iple
C
pas
t te
nse
D
infin
itive
2.
Whi
ch w
ord
coul
d co
mp
lete
Se
nten
ce 2
?A
It
’dB
It
’llC
It
’s
D
Its
3.
Whi
ch c
ontr
actio
n co
uld
rep
lace
the
un
derli
ned
wor
ds in
Sen
tenc
e 3?
A
We’
ll B
W
e’re
C
W
e’ve
D
W
e’d
4.
Whi
ch p
rono
un b
est
com
ple
tes
Sent
ence
4?
A
thei
rB
th
ey’r
eC
it’
sD
its
5.
How
sho
uld
the
unde
rline
d w
ords
in
Sent
ence
5 b
e w
ritte
n?A
ha
ven’
t ev
er
B
have
not
nev
er
C
hadn
’t n
ever
D
have
’nt
ever
6.
Whi
ch n
ames
the
form
of t
he v
erb
thin
k us
ed in
Sen
tenc
e 6?
A
pas
t te
nse
B
pas
t p
artic
iple
C
pre
sent
par
ticip
leD
in
finiti
ve
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© H
arco
urt
• G
rade
5
© H
arco
urt
• G
rade
5
Nam
e G
ram
mar
–Wri
tin
gC
on
nec
tio
n
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 b
elo
w.
(1) C
an N
eil b
e p
ersu
aded
to
hel
p u
s w
ith
th
e p
lay?
ask
ed M
arla
. (2) “
If y
ou
ask
me,
” sa
id K
eish
a, “
I th
ink
Nei
l wil
l be
the
easy
co
nvi
nce
d o
f al
l.”
(3) “
Let
’s fi
nd
a w
ay t
o
get
mo
re s
tud
ents
to
join
th
e d
ram
a cl
ub,
” sa
id M
and
y en
thu
sias
tica
lly.
(4) “
I’ll
ask
Mr.
Jen
nin
gs
to s
pea
k t
o t
he
clas
s” s
ug
gest
ed K
ate.
(5) “
I d
on’
t th
ink
th
e st
ud
ents
hav
e
read
mac
bet
h,”
sai
d M
r. J
enn
ings
. (6) “
i th
ink
th
e sh
ow
wil
l go
on
!” e
xcla
imed
Mar
la.
1.
Whe
re s
houl
d q
uota
tion
mar
ks b
e in
sert
ed in
Sen
tenc
e 1?
A
af
ter
play
?B
be
fore
hel
p an
d af
ter
play
?C
be
fore
Can
D
befo
re C
an a
nd a
fter
pla
y?
2.
Whi
ch fo
rm o
f the
und
erlin
ed a
dver
b in
Sen
tenc
e 2
shou
ld b
e us
ed?
A
mos
t ea
sily
B
mor
e ea
sily
C
easi
erD
ea
sies
t
3.
Whi
ch w
ord
in S
ente
nce
3 is
de
scrib
ed b
y th
e ad
verb
en
thus
iast
ical
ly?
A
find
B
get
C
join
D
said
4.
Whi
ch is
mis
sing
from
Sen
tenc
e 4?
A
per
iod
B
quo
tatio
n m
arks
C
com
ma
D
cap
italiz
atio
n
5.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
title
of t
he p
lay
in
Sent
ence
5?
A
“mac
beth
”B
“M
acbe
th”
C
Mac
beth
D
“Mac
beth
”
6.
Whi
ch is
wro
ng in
Sen
tenc
e 6?
A
per
iod
B
quo
tatio
n m
arks
C
com
ma
D
cap
italiz
atio
n
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