Teaching Grammar and Mechanics Table of Contentscustom.buyitsellit.com/1268/Teaching Grammar and...
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Teaching Grammar and Mechanics
Table of Contents
Sections Page Numbers
1. Introduction 1—2
2. Learn How to Teach This Program in 10 Minutes 3—4
3. Sequence of Instruction: Grammar and Mechanics Worksheets, 5—9
Sentence Lifting
4. TGM Grammar Assessment: Parts of Speech and Essential Grammar 10—19
Directions, Mastery Criteria, and Answers
Assessment Matrix
4. TGM Mechanics Assessment: Punctuation and Capitalization 20—24
Directions, Mastery Criteria, and Answers
Assessment Matrix
5. TGM Parts of Speech and TGM Grammar Worksheets 25—69
6. TGM Mechanics Worksheets 73—108
7. TGM Sentence Lifting 109—238
Appendix: Student Resources
A. Parts of Speech 239
B. Parts of Speech Rap 240
C. Irregular Verbs 241
D. Grammatical Sentence Openers 242—243
E. The Mechanics Rules That Really Work 244
F. The Spelling Rules That Really Work 245
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Grammar Toolkit Table of Contents
Topic Pages
Introduction……………………………………………………………… 1-2
Learn How to Teach This Program in 10 Minutes………………………. 3
Sequence of Instruction………………………………………………….. 4
Parts of Speech #1 Common Nouns…………………………. 5
#2 Proper Nouns…………………………….. 6
#3 Pronouns…………………………………. 7
#4 Adjectives………………………………… 8
#5 Verbs……………………………………… 9
#6 Adverbs…………………………………… 10
#7 Prepositions………………………………. 11
#8 Conjunctions……………………………… 12
Answers………………………………………………………………….. 13
Subject / Predicate #9 Simple Subject……………………………. 14
#10 Compound Subject……………………….. 15
#11 Simple Predicate…………………………. 16
#12 Compound Predicate……………………… 17
Answers………………………………………………………………….. 18
Sentence Structure #13 Simple Sentences…………………………. 19
#14 Compound Sentences…………………….. 20
#15 Complex Sentences………………………. 21
#16 Compound-Complex Sentences………….. 22
Answers………………………………………………………………….. 23
Fragments / Run-ons #17 Identifying Fragments……………………. 24
#18 Revising Fragments………………………. 25
#19 Identifying Run-Ons……………………… 26
#20 Revising Run-Ons………………………… 27
Answers………………………………………………………………….. 28
Pronouns #21 (Subject) Nominative Case……………….. 29
#22 Objective Case……………………………. 30
#23 Pronoun-Antecedents…………………….. 31
#24 Pronoun Pests…………………………….. 32
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Answers………………………………………………………………….. 33
Subject-Verb #25 Pronoun-Base Form Verb………………… 34
Agreement #26 Pronoun-Present Participle Verb Agreement 35
#27 Pronoun-Past Tense Verb Agreement…….. 36
#28 Pronoun-Past Participle Verb Agreement…. 37
Answers………………………………………………………………….. 38
Comparative #29 The Short Comparative Modifiers…………. 39
Modifiers #30 The Short Superlative Modifiers…………... 40
#31 The Long and __ly Comparative Modifiers 41
#32 The Long and __ly Superlative Modifiers 42
Answers………………………………………………………………….. 43
Verb Tense / Mood / #33 Present Tense Verbs……………………….. 44
Voice #34 Present Perfect Tense Verbs………………. 45
#35 Past Tense Verbs………………………….. 46
#36 Past Perfect Tense Verbs………………….. 47
#37 Future Tense Verbs………………………… 48
#38 Future Perfect Verbs……………………….. 49
#39 Mood………………………………………. 50
#40 Voice………………………………………. 51
Answers…………………………………………………………………… 52
Simple Subjects…………………………………………………………… 53
Compound Subjects………………………………………………………. 54
Simple Predicates…………………………………………………………. 55
Compound Predicates……………………………………………………… 56
Simple Sentences………………………………………………………….. 57
Compound Sentences……………………………………………………… 58
Complex Sentences……………………………………………………….. 59
Compound-Complex Sentences…………………………………………… 60
Fragments…………………………………………………………………. 61-62
Run-On Sentences………………………………………………………… 63-64
Parts of Speech……………………………………………………………. 65
Parts of Speech Rap……………………………………………………….. 66
(Audio found on http://www.penningtonpublishing.com/blog)
Irregular Verbs……………………………………………………………. 67
Grammatical Sentence Openers…………………………………………… 68-69
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Grammar Worksheet #2 Proper Nouns Name ________________________
Definition: A proper noun is the name of a person, place, or thing. It can be acted upon and is
capitalized. A proper noun may be a single word, a group of words (with or without
abbreviations), or a hyphenated word.
Examples: Josh was honored person
at U.S. Memorial Auditorium place
with the Smith-Lee Award. thing
Writing Hints
Capitalize all words that make up proper nouns, except articles (a, an, and the),
prepositions, such as of, to, and from, and conjunctions, such as and, or, and but.
Practice
Circle the proper nouns in the following story. Make sure to circle all words belonging to each
proper noun.
John Francis left his home in Beatrice, Nebraska in 1941, shortly before the start of
World War II. Traveling first by bus to Chicago, he then boarded the Southwestern Chief to ride
to Los Angeles. At Grand Central Station, John met his sister, Jane, and immediately began
looking for part-time work and an apartment. He found employment at Blix Hardware on
Western Avenue and a room to rent in nearby South Hollywood.
When war was declared, John enlisted in the army and was stationed at Fort Ord. He
played trumpet in the Army Band and was promoted to the rank of Staff Sergeant. The United
States was fortunate to have so many young men, like John, serving their country.
After the war in 1945, John enrolled in the University of Southern California, paying his
tuition with money from the G.I. Bill. Graduating Cum Laude with degrees in Business and
Social Science, he continued to play trumpet in clubs all over Southern California. Upon
marrying Janice Jones, he took a job at California Federal Savings and Loan and was promoted
to Senior Vice-President. He and his wife raised two children, who both graduated from the
University of California at Los Angeles. John retired in 1980 to travel and play his trumpet.
Application
Compose your own sentence with person, place, and thing proper nouns.
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TGM Answers: Parts of Speech
#1 Parts of Speech Common Nouns
Practice: idea: friendship, self-image, freedom, self-confidence, world peace
person: teacher, fire-fighter, cousin, police officer, brother-in-law
place: mountain, neighborhood, country, football stadium, family room
thing: food, toy, rock, lamp stand, grandfather clock
#2 Parts of Speech Proper Nouns
Practice: John Francis, Beatrice, Nebraska, World War II, Chicago, Southwestern Chief, Los
Angeles, Grand Central Station, John, Jane, Blix Hardware, Western Avenue, South Hollywood,
John, Fort Ord, Army Band, Staff Sergeant, United States, John, John, University of Southern
California, G.I. Bill, Cum Laude, Business, Social Science, Southern California, Janice Jones,
California Federal Savings and Loan, Senior Vice-President, University of California at Los
Angeles, John
#3 Parts of Speech Pronouns
Practice: I, you, my, your, It, me, mine, yours, We their, They, us, ours, himself, them, She,
him, hers, her, he, his, theirs, its
#4 Parts of Speech Adjectives
Practice: How Many? twenty-story, most, dozen, few, thousands
Which One? these, that, this, those, certain
What Kind? juicier, muddy, navel, spicy, loud
#5 Parts of Speech Verbs
Practice: A, B, C, D, D, A, B, C, C, B, D, A
#6 Parts of Speech Adverbs
Practice: How: slowly, carefully, easily When: often, one o’clock, later
Where: everywhere, nearby, here What Degree: mostly, less, mainly
#7 Parts of Speech Prepositions
Practice: to [flag], of [United States], of [America], to [republic], for [which], under [God],
with [liberty], for [all], in [schools], throughout [America], over [heart], on [flag], to [country]
#8 Parts of Speech Conjunctions
Practice: Whenever C he walks or A runs, Mike either B brings water, or B he brings a sports
drink. If C he will be gone a long time, Mike carries both B a nutritious snack and B an energy
bar. He enjoys the exercise and A Nature, so A he tries to go three times each week.
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Subjects and Predicates Compound Predicate Name ________________________
Definition: The compound predicate consists of two or more connected verbs that act upon the
same subject of the sentence. These verbs do the work of the “do-er” or the “be-er” of the
sentence. The compound predicate shows a physical or mental action or it describes a state of
being. Examples: Michael fell and hurt his hand.
She had become and still remained a young lady.
They should have asked but then listened to me.
Writing Hints
To find the compound predicate, first identify the subject and ask “What?” The answer to this
question should be the predicate. A connecting word such as “and,” “or,” or “but” is usually
placed between the verbs.
Using compound predicates can help your writing become more concise (to express much in a
few words), clear, and readable.
Example: Instead of the following: Rob studied the textbook for the exam. Then, he
practiced the vocabulary for the exam. After practicing the vocabulary, he memorized the
poem—all to prepare for the exam. Try a compound predicate such as this: Rob studied
the textbook, practiced the vocabulary, and memorized the poem to prepare for the exam.
Practice
• Underline the subjects and circle the compound predicates found in the story below.
Of all the books by Mark Twain, two works stand out and are remembered as his best. Twain’s
description of life as a riverboat captain in Life on the Mississippi both entertains and informs.
After reading this book, one will learn what the phrase “Mark Twain” means. A second novel,
Huckleberry Finn, teaches and preaches about how badly people can treat each other. The
book’s hero, Huck Finn, wrestles with and eventually triumphs over the evils of slavery.
• Re-Write the following sentences into one sentence with a compound predicate.
Debbie walked into the room. Next, she sat down in the chair. Then, she heaved a sigh of relief.
_____________________________________________________________________________
____________________________________________________________________________________________
Application
Compose your own sentence with a compound predicate.
______________________________________________________________________________
_____________________________________________________________________________________________
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Parts of Speech
1. A common noun is a person, place, idea, or thing. It can be acted upon and is capitalized only
at the start of a sentence. It can be a single word, a group of words, or a hyphenated word.
Examples: The girl was learning to drive person
next to the ocean; place
it takes self-control idea
to earn a driver’s license. thing
2. A proper noun is the name of a person, place, or thing. It can be acted upon and is
capitalized. It may be a single word, a group of words (with or without abbreviations), or a
hyphenated word.
Examples: Josh was honored person
at U.S. Memorial Auditorium place
with the Smith-Lee Award. thing
3. A pronoun is a word used in place of a noun(s).
Examples: Hello. This is she.
Is it her basket?
4. An adjective describes a proper noun, a common noun, or a pronoun by describing how many,
what kind, or which one.
Examples: The five teammates How Many?
took the tiring trip What Kind?
to that arena across town. Which One?
5. A verb shows a physical or mental action or it describes a state of being.
Examples: She works long hours, physical action
but knows that mental action
there is more to life than work. state of being
6. An adverb describes a verb, an adjective, or another adverb by describing how, when, where,
or what degree.
Examples: Trey walked slowly
because he had arrived early
to the place where
he knew very well his entire future could be decided.
7. A preposition is a word that has a relationship with a common noun, a proper noun, or a
pronoun. The preposition is always part of a phrase comes and comes before its object. The
preposition asks “What?” and the object provides the answer.
Examples: The politician voted against the law against what? …the law
through the secret ballot. through what? …the secret ballot
8. A conjunction joins words, phrases, or clauses together. There are three kinds:
� Coordinating conjunctions connect words, phrases, or clauses used in the same way.
Example: The student tries, but does not always succeed.
� Correlative conjunctions are paired conjunctions that connect words, phrases, or clauses used
in the same way.
Example: Either you must tell the police, or I will.
� Subordinating conjunctions come at the beginning of adverb clauses. These clauses restrict
the meaning of the rest of the sentence.
Example: Although he is often late, Ryan shows up to work every day.
Grammar Toolkit ©2009 Pennington Publishing www.penningtonpublishing.com
Parts of Speech Rap
A proper noun is capitalized
to give a name to a person, place, or thing.
A common noun is categorized
as an idea, person, place, or thing.
A pronoun is used to take their place
in the subject or object case.
An adjective will make them define
How Many, Which One, or What Kind.
A verb can mentally or physically act
or states what a subject is to be.
An adverb describes an adjective, adverb, or verb
with How, When, Where, or What Degree.
A conjunction uses FANBOYS to coordinate
or connects ideas to subordinate.
A preposition shows a relationship
between the word and a pronoun or a noun.
Grammar Toolkit ©2009 Pennington Publishing www.penningtonpublishing.com
Irregular Verbs
Common Irregular Verb Forms
Present Past Past Participle
(has, have, had)
am was been
are were been
begin began began
blow blew blown
break broke broken
bring brought brought
catch caught caught
choose chose chosen
come came come
do did done
draw drew drawn
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
fly flew flown
forget forgot forgotten
get got got or gotten
give gave given
go went gone
grow grew grown
has had had
hear heard heard
hide hide hidden
is was has been
keep kept kept
know knew known
lay laid laid
lie lay lain
ride rode ridden
ring rang rung
rise rose risen
see saw seen
sing sang sung
speak spoke spoken
stand stood stood
take took taken
throw threw thrown
write wrote written
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Grammatical Sentence Openers
� Prepositional Phrase
Start with a phrase beginning with one of these common prepositions:
aboard, about, above, according to, across, after, against, along, among, around, as, as to,
aside from, at, because of, before, behind, below, beneath, beside, between, beyond, by,
despite, down, during, except, for, from, in, inside, instead of, into, in addition to, in place of,
in spite of, like, near, next to, of, off, on, on account of, onto, outside, out of, over, regardless
of, since, through, throughout, to, toward, under, underneath, until, up, upon, with, within,
without, but when it means "except," and past when it means "by."
Place a comma after a prepositional phrase that begins a sentence when a noun immediately
follows.
Example
Behind the cabinet, he found the missing watch
� Adjective
Start with a word, phrase, or clause that describes a noun or pronoun. Place a comma after an
adjective or adjective phrase sentence opener.
Examples
Angry, the neighbor refused to leave.
Happy as always, the child played in the park.
� Adverb
Start with a word, phrase, or clause that answers these questions: Where? When? Why?
How? How much? or How often? Many adverbs end in __ly. Usually place a comma after an
adverb sentence opener if the adverb is emphasized. Always place a comma after an
adverbial clause sentence opener.
Examples
Elsewhere, the flowers were blooming.
Everywhere that Mary went, the lamb was sure to go.
� Subordinating Conjunction
Start with after, although, as, as if, as long as, as much as, as soon as, as though, because,
before, even if, even though, how, if, in order that, once, since, so that, than, that, though,
unless, until, when, whenever, where, wherever, whether, or while. Place a comma after a
subordinate clause that the subordinating conjunction opens.
Example
Although better known for its winter activities, Lake Tahoe offers much during the summer.
� __ed or __en Verbs
Start with an __ed verb, acting as an adjective, when combined with a prepositional phrase,
or an __en verb, when combined with an adverb. Usually place a comma after the sentence
opener.
Examples
Frightened by the noise, I sat up straight in my bed.
Taken quickly, the pill did not dissolve for minutes.
Grammar Toolkit ©2009 Pennington Publishing www.penningtonpublishing.com
� To + Verb
Start with To and then add a verb, or start with To have and then add a verb. The verb
following To have frequently ends in __en or __ed. Place a comma after the sentence opener,
if a noun follows.
Examples To smile takes great effort.
To have broken the promise would have been terrible.
To play the game, Mark had to sign a contract.
� __ing Adjectives and Nouns
Start with an __ing word that acts as an adjective. Usually place a comma after the sentence
opener. Start with an __ing word that acts as a noun. Usually do not place a comma after the
sentence opener.
Examples (Adjective) Falling rapidly, the climber hopes the rope will hold.
(Noun) Tasting the sauce makes them hungry for dinner.
� Having Adjectives and Nouns
Start with Having and then add a verb that ends in __en or __ed to act as an adjective or a
noun, referring to something that happened in the past. Usually place a comma after the
sentence opener.
Example (Adjective) Having listened to his teacher, the student knew how to study.
(Noun) Having beaten around the bush, the worker avoided the problem.
� Noun Clause
Start with a group of words that acts as the subject of a sentence beginning with: How,
However, What, Whatever, When, Whenever, Where, Wherever, Which, Whichever, Who,
Whoever, or Whomever. Usually place a comma after the sentence opener.
Example However the students answered, the scores were marked wrong.
� Apposition
Start with an appositive. Appositives are nouns or pronouns, used as single words or in a
group of words, to define or explain nouns or pronouns that come before. When used as part
of a person’s name or as a title, they require no punctuation. Otherwise, commas, dashes, or
parentheses are used to set apart the apposition.
Example
Peter the Great, trained in European customs, expanded the Russian Empire.
� Direct Object
Start with a direct object. A direct object is the “whom” or “what” of a sentence and receives
the action. It is not the predicate—which does the action. No commas follow the sentence
opener.
Example
Perfect relaxation she promised for Laura’s next vacation.
Grammar Openers ©2009 Pennington Publishing www.penningtonpublishing.com
Sentence Lifting
Sentence Lifting is a whole class instructional activity that takes 15 minutes to complete
and is designed to be used twice per week. This activity will help introduce or reinforce
mechanics, spelling, and grammar skills. Sentence Listing uses both error analysis and sentence
modeling to teach these skills. The mechanics and grammar skills complement the Grammar
and Mechanics Worksheets, found in Teaching Grammar and Mechanics. The spelling skills
emphasize the spelling rules found in the companion work, Teaching Spelling and Vocabulary.
1. Make overhead transparencies of the Sentence Lifting pages. Of course, you can use the
board, poster paper, an LCD or opaque projector instead of the overhead.
2. From any class readings and your students’ written work, keep a notepad handy to copy down
sentences to serve as a models of exceptional mechanics, spelling, or grammar. Write down one
of these sentences in the appropriate category on the transparency with an erasable marker.
3. Copy, run-off, and distribute the Sentence Lifting Worksheets (copy follows). After the first
worksheet, older students can certainly use their own binder paper to replicate these worksheets.
4. Display the Sentence Lifting overhead transparency, and read the mechanics sentence aloud
exactly as written (including mistakes). Ask, “What do you see?” Encourage specific comments
about what is good and what needs revision in the sentence. Remind students to confine their
comments to the skills covered in that category. 5. Refer to the Sentence Lifting Teaching Tips and Answers on the Sentence Lifting Teacher
Resource Page to guide your discussion. Spend about three minutes discussing the mechanics
sentence. With an erasable marker, make editing marks and revisions on the mechanics sentence.
Also, write down any rules and examples that you wish to emphasize in a concise and
memorable form on the Rules Reminder section.
6. Instruct your students to write down all Rules Reminders in that column of the Sentence
Lifting Worksheet as you discuss the mechanics sentence. Students may choose to write down
examples, as well.
7. Spend the same amount of time (three minutes) discussing the spelling sentence and about
four minutes discussing the grammar sentence. Some sentences will take more time and some
will take less. Read and briefly emphasize what is exceptional about the model sentence, chosen
from your student writing.
8. Turn off the projector and dictate the three Dictations, found on the Sentence Lifting
Teacher Resource Page. Instruct your students to reference their Rules Reminders notes and
write these sentences in the Dictations column of their Sentence Lifting Worksheet. The
grammar dictation requires the students to adjust the sentence.
9. When finished, turn on the projector and display the Dictations on the Sentence Lifting
Teacher Resource Page transparency. Have the students proofread their own work, marking and
correcting any errors with a colored pen or pencil. Tell students that they will earn back points
for any of their errors, if they correct them.
10. Collect the Sentence Lifting Worksheets once a week to record student scores.
Mechanics Spelling Grammar
He spoke Spanish to the She was sickly, but still basickly The teacher remembered
indians. fit. I and Lewette and wanted
we to help.
Grammar Openers ©2009 Pennington Publishing www.penningtonpublishing.com
Sentence Lifting Worksheet Name _______________________
Date __________
Rule Reminders Dictations
1. _______________________ 1. _______________________________________
_________________________ _______________________________________
2. _______________________ 2. _______________________________________
_________________________ _______________________________________
3. _______________________ 3. _______________________________________
_________________________ _______________________________________
Date __________
Rule Reminders Dictations
1. _______________________ 1. _______________________________________
_________________________ _______________________________________
2. _______________________ 2. _______________________________________
_________________________ _______________________________________
3. _______________________ 3. _______________________________________
_________________________ _______________________________________
Date __________
Rule Reminders Dictations
1. _______________________ 1. _______________________________________
_________________________ _______________________________________
2. _______________________ 2. _______________________________________
_________________________ _______________________________________
3. _______________________ 3. _______________________________________
_________________________ _______________________________________
Grammar Openers ©2009 Pennington Publishing www.penningtonpublishing.com
Sentence Lifting #1
Mechanics Spelling Grammar
She said, “Call I beleive you They sat
me at home.” when you say quietly on the “Go to sleep” you recieved beach.
he replied. the sliegh as a
present. Place the simple subject in a
different part of the
declarative sentence.
Rule Reminders
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Sentence Lifting #1 Teacher Resource Page
Sentence Lifting Teaching Tips and Answers
Mechanics—Use commas after and/or before speaker tags.
Answer: She said, “Call me at home.” “Go to sleep,” he replied.
Spelling—Spell i before e (believe), but spell e before i after a c (receive) and when the letters
are pronounced as a long /a/ sound (neighbor). There are a few weird exceptions to this rule.
Answer: I believe you when you say you received the sleigh as a present.
Grammar—The simple subject is a proper noun, common noun, or pronoun that serves as the
“do-er” of the sentence. It is usually found at the start of a declarative sentence. To find the
simple subject of the sentence, first identify any prepositional phrases and eliminate the nouns
and pronouns found in these phrases from consideration.
Example: After lunch, the teacher assigned us homework. The simple subject is teacher.
A declarative sentence— 1. tells a complete thought.
2. has both a subject and a predicate.
3. has the voice drop down at the end of a statement.
Make declarative sentences more complex, add variety, or change the focus of the sentence by
placing the simple subject after an introductory word, a phrase (a group of related words acting
as a single part of speech) or a clause (a group of related words having a subject and predicate).
Answer Options: On the beach they sat quietly. Quietly they sat on the beach. Quietly on the
beach they sat.
Dictations
Mechanics
She explained, “It wasn’t hard to do.”
Spelling
My neighbor’s height deceived me.
Grammar Place the simple subject at the start of this declarative sentence: Along the road she ran.
She ran along the road.
Teaching Grammar and Mechanics www.penningtonpublishing.com 11
Grammar Mastery Matrix
Directions: Record any un-mastered grammar skills with a / in the appropriate column for each student.
Assessment Categories Parts of Speech Subject—Predicate Sentence Structure Fragments—Run-ons
TGM Worksheet #’s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Teacher ___________________
Class ___________________
Student Names Common Nouns
Proper Nouns
Pronouns
Adjectives
Verbs
Adverbs
Prepositions
Conjunctions
Simple Subject
Compound Subject
Simple Predicate
Compound Predicate
Simple Sentences
Compound Sentences
Complex Sentences
Compound-Complex
Sentences
Identifying Fragments
Revising Fragments
Identifying Run-ons
Revising Run-ons
Totals
Teaching Grammar and Mechanics www.penningtonpublishing.com 12
Grammar Mastery Matrix
Directions: Record any un-mastered grammar skills with a / in the appropriate column for each student.
Assessment Categories Pronouns Subject-Verb Comparative Verb Tense/Mood/Voice
Agreement Modifiers
TGM Worksheet #’s 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Teacher ___________________
Class ___________________
Student Names Subject (Nominative)
Case
Object Case
Pronoun-Antecedents
Pronoun Pests
Pronoun-Base Form
Verb Agreement
Pronoun-Present
Participle Agreement
Pronoun-Past Tense
Verb Agreement
Pronoun-Past Participle
Agreement
Short Comparative
Moifiers
Short Superlative
Moifiers
Long Comparative and
ly Moifiers
Long Superlative and
ly Moifiers
Present Tense Verbs
Present Perfect Tense
Verbs
Past Tense Verbs
Past Perfect Tense
Verbs
Future Tense Verbs
Future Perfect Verbs
Mood
Voice
Totals
Teaching Grammar and Mechanics www.penningtonpublishing.com
1
Grammar Assessment Name ______________________
Directions: Place the letter of the word from this sentence that best matches the part of speech.
A strange man saw her run quickly down the road to the Red River and then dive in.
___1. common noun A. strange B. man C. her D. the E. Red River
___2. proper noun A. man B. her C. road D. to E. Red River
___3. pronoun A. man B. her C. the D. and E. in
___4. adjective A. strange B. saw C. quickly D. then E. in
___5. verb A. saw B. quickly C. down D. to E. then
___6. adverb A. run B. quickly C. down D. road E. to
___7. preposition A. run B. road C. the D. to E. and
___8. conjunction A. strange B. quickly C. down D. to E. and
Directions: Place the letter that best matches in the space to the left of the number.
___9. Identify the simple subject in this sentence: She watched the movie three times.
A. She B. watched C. movie D. three E. times
___10. Identify the compound subject in this sentence: The train and ship arrived at noon.
A. The train B. ship C. train, ship D. The train and ship E. noon
___11. Identify the simple predicate in this sentence: The clown was smiling at the children.
A. was B. was smiling C. The clown was smiling D. smiling E. children
___12. Identify the compound predicate in this sentence: Mariel sat down and crossed her legs.
A. sat down B. crossed her legs C. sat down and crossed D. sat, and E. sat, crossed
Directions: Place the letter that identifies the sentence type in the space to the left of the number.
___13. Mr. Nelson looked at the photograph. This is a _______ sentence.
A. simple B. compound C. complex D. compound-complex
___14. She failed the test twice, but she passed it the third time. This is a _______ sentence.
A. simple B. compound C. complex D. compound-complex
___15. Although dated, Tom Sawyer is fun and it has a good lesson. This is a _______ sentence.
A. simple B. compound C. complex D. compound-complex
___16. Carla went to the store after she watched the television show. This is a _______ sentence.
A. simple B. compound C. complex D. compound-complex
Directions: Place the letter that best identifies the problem in the space to the left of the number.
___17. While we waited for the jet to land. This is a _______.
A. sentence fragment B. run-on sentence C. compound sentence D. complex sentence
___18. Jeremy and Emily walking. This is a _______.
A. sentence fragment B. run-on sentence C. compound sentence D. complex sentence
___19. That was a great movie, I really enjoyed the ending. This is a _______.
A. sentence fragment B. run-on sentence C. compound sentence D. complex sentence
___20. Mark plays football he is captain of the team. This is a _______.
A. sentence fragment B. run-on sentence C. compound sentence D. complex sentence
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Directions: Place the letter that best matches in the space to the left of the number.
___21. The students who got into trouble are _____.
A. them B. me and she C. I and he D. they E. those
___22. The teacher yelled at two students, Rachel and _____.
A. I B. me C. it D. he E. us
___23. He stirred the sauce, and then let John taste _____.
A. them B. this C. it D. these E. that
___24. That movie _____we watched was entertaining.
A. this B. those C. it D. which E. that
___25. She should _____ whenever she has her picture taken.
A. smile B. have smiling C. have had smiled D. smiled E. have smiled
___26. Ismelda _____ three miles to her school today.
A. had been walking B. has walking C. is walking D. will walked E. walk
___27. John and Jean _____ their father on his lunch hour.
A. visits B. been visiting C. were visited D. have been visited E. visited
___28. Both Annie and Debra _____ their opponents.
A. has defeated B. have defeated C. had been defeated D. defeats E. had defeating
___29. Compared to her happy sister, she is _____.
A. happier B. most happy C. happiest D. more happier E. most happiest
___30. Of all the happy people, he was _____.
A. happier B. most happy C. happiest D. more happier E. most happiest
___31. This can be dangerous; please be _____ than the last time.
A. most careful B. more carefuller C. carefulest D. more careful E. carefuller
___32. He is the _____ of any firefighters when facing dangerous situations.
A. most careful B. more carefuller C. carefulest D. more careful E. carefuller
___33. Please _____ as much as possible.
A. will have been studied B. will study C. study D. are studied E. studied
___34. Yesterday, she must _____ more than he did.
A. will have been studying B. had studied C. study D. were studied E. have studied
___35. After she planned for two hours, she then _____ even harder.
A. studied B. will study C. study D. had studied E. have studied
___36. I _____ for two hours when she called.
A. will have been studying B. will study C. study D. had studied E. studied
___37. We _____ more later this afternoon.
A. will have been studying B. will study C. study D. are studied E. have studied
___38. By the time the clock strikes three, we _____ for four long hours.
A. will have been studying B. will study C. study D. are studied E. will study
___39. If he _____, he might have a better chance at passing the test.
A. will have been studying B. will be studying C. study D. are studied
E. were studying
___40. The chapter notes _____ by the whole class.
A. will have been studying B. will study C. have studied D. are studied
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Grammar Assessment Answers
If the student misses an item, mark a / in the same number column on the TGM Grammar
Mastery Matrix.
1. C
2. E
3. B
4. A
5. A
6. B
7. D
8. E
9. A
10. C
11. B
12. E
13. A
14. B
15. D
16. C
17. A
18. A
19. B
20. B
21. D
22. B
23. C
24. D
25. A
26. C
27. E
28. B
29. A
30. C
31. D
32. A
33. C
34. E
35. A
36. D
37. B
38. A
39. E
40. D
Find whole-class diagnostic grammar and mechanics assessments with 72 targeted
worksheets to differentiate instruction based upon these assessments and a full year of 15-
minute sentence lifting lessons with standards-based mechanics, spelling, and grammar skills
in Teaching Grammar and Mechanics at www.penningtonpublishing.com.
Teaching Grammar and Mechanics www.penningtonpublishing.com 20
Mechanics Assessment Name _____________________________
Directions: Rewrite each of the following with correct punctuation and capitalization. Do not
add, remove, or switch around any words. Carefully proofread your work when finished.
1. a friend named john said I am glad I dont need any help on my homework
______________________________________________________________________________
______________________________________________________________________________
2. that new student paula is from south africa she told me she had never seen the star wars movie
in that country
Note: Don’t place a comma or a period after “africa.”
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. she saw pictures of the costumes robots and ship models in the newsweek article the one that
featured space camp Note: Don’t place a comma or colon after “article.”
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. yes you should listen to that song called the one monsters howl before halloween
______________________________________________________________________________
______________________________________________________________________________
5. bring both girls best dresses to atlanta georgia to see the play titled fiddler on the roof
______________________________________________________________________________
______________________________________________________________________________
Teaching Grammar and Mechanics www.penningtonpublishing.com 21
6. joe please read these chapters knots and cooking to prepare for the boy scouts meeting tonight
______________________________________________________________________________
______________________________________________________________________________
7. mr wong put on his glasses and then he read the magazine article titled my dog spoke english
______________________________________________________________________________
______________________________________________________________________________
8. dear mary
what a complete surprise no one had read the short story titled yankees and rebels
about the civil war
yours truly
amy
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Teaching Grammar and Mechanics www.penningtonpublishing.com 22
Mechanics Assessment Directions, Mastery Criteria, and Answers
Directions and Mastery Criteria: Each of the following eight assessment problems has four
targeted items in enlarged boldface, one from each of the four punctuation and capitalization
sections. The numbers above each item represent the corresponding skill number on the TGM
Mechanics Matrix. Mark a / for each error in the student’s row on the matrix and assign that
worksheet for remediation. Ignore errors unrelated to the targeted assessment items.
49 41 57 (needs both) 65
1. a friend named John said, “I am glad I don’t need any help on my homework”
42 (needs both) 50 (needs both) 66 58 2. that new student, paula, is from South Africa; she told me she had never seen the star wars
movie in that country
43 (needs both) 59
3. she saw pictures of the costumes, robots, and ship models in the newsweek article
67 (needs both) 51 (needs both)
(the one that featured Space Camp)
44 60 (needs both) 68 52
4. yes, you should listen to that song called “the one monster’s howl” before Halloween
69 45 53 (needs both) 61
5. bring both girls’ best dresses to atlanta, georgia to see the play titled Fiddler on the Roof
46 70 62 (needs both sets) 54 (needs both)
6. joe, please read these chapters: “knots” and “cooking” to prepare for the Boy Scouts
meeting tonight
71 47 63 (needs both)
7. mr. wong put on his glasses, and then he read the magazine article titled “my dog spoke
55
English”
48 (needs both salutation and closing)
8. dear mary, 72 64 (needs both)
what a complete surprise! no one had read the short story titled “yankees and
56 (needs both)
rebels” about the Civil War
yours truly, amy
Find whole-class diagnostic grammar and mechanics assessments with 72 targeted
worksheets to differentiate instruction based upon these assessments and a full year of 15-
minute sentence lifting lessons with standards-based mechanics, spelling, and grammar skills
in Teaching Grammar and Mechanics at www.penningtonpublishing.com.
Teaching Grammar and Mechanics www.penningtonpublishing.com 23
Mechanics Mastery Matrix
Directions: Record any un-mastered mechanics skills with a / in the appropriate column for each student.
Assessment Categories Commas Capitalization
TGM Worksheet #’s 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56
Teacher ___________________
Class ___________________
Student Names Speaker Tags
Appositives
Lists
Introductions
Geography
Direct Address
Conjunctions
Letters
Persons
Places
Things
Holidays/Dates
Titles
Organizations/
Businesses
Languages/Peoples
Events/H
istorical
Periods
Totals
Teaching Grammar and Mechanics www.penningtonpublishing.com 24
Mechanics Mastery Matrix
Directions: Record any un-mastered mechanics skills with a / in the appropriate column for each student.
Assessment Categories Quotation Marks and Underlining Other Punctuation
TGM Worksheet #’s 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72
Teacher ___________________
Class ___________________
Student Names Direct Quotations
(Quotation M
arks)
Movie / Television Titles
(Underline)
Books / Magazine Titles
(Underline)
Song / Poem Titles
(Quotation M
arks)
Plays / Works of Art Titles
(Underline)
Book Chapter Titles
(Quotation M
arks)
Magazine Article Titles
(Quotation M
arks)
Short Story / Document
Titles (Q
uotation M
arks)
Contractions
Semicolons
Parentheses
Singular Possessive
Apostrophes
Plural Possessive
Apostrophes
Colons
Periods for abbreviations,
initials, and acronyms
Exclamation Points
Totals