The KISS Grammar Site -- Main Page · Web view9. But he had not said a word. 10. The ducks had to...

9

A KISS Grammar

Second Grade Workbook

Free, from the KISS Grammar Web Site

http://home.pct.edu/~evavra/kiss/wb/Pbooks/index.htm

© Edward A. Vavra

April, 2008

Contents

6Based on “Bunny Rabbit’s Diary,” by Mary Frances Blaisdell

61. What is a sentence? – Ex # 1



9Based on “Billy’s Slide,” by Mary Frances Blaisdell

94. Punctuating a Sentence – Ex # 1


11Based on “A Christmas Tree,” by Mary Frances Blaisdell

116. Recognizing Subjects and Verbs (Ex # 1)




1510. Creating an Exercise on Subjects and Verbs

16Based on “Bobtail’s Kite,” by Mary Frances Blaisdell

1611. Adding Complements (Ex # 1)




2015. A Punctuation Exercise – Quotation Marks

21Based on “April Fool’s Day,” by Mary Frances Blaisdell





2520. Creating an Exercise with Complements

2621. Complements – Creating Exercises

2622. Complements – Using Students’ Exercises

27Adding “Helping” Verbs (Tense)

28Based on “Mrs. Duck’s Secret,” by Mary Frances Blaisdell

2823. Adding Helping Verbs (Tense) Ex # 1


30Based on “The Swimming Lesson,” by Mary Frances Blaisdell




33Adding “Helping” Verbs (Modal)

34Based on “Mrs. Duck’s Secret” by Mary Frances Blaisdell

3428. Adding Helping Verbs (Modal) Ex # 1


36Based on Bunny Rabbit’s Diary (Ch. 1-7) by Mary Frances Blaisdell



3832. Writing Sentences with Modal Verbs

39Adding Other Helping Verbs

40Based on Bunny Rabbit's Diary by Mary Frances Blaisdell

4033. Other Helping Verbs (Ex # 1)




4437. Contractions (Ex # 1)



4740. “Piggy Wig's House” – Creating an Exercise with Helping Verbs

49What Is a Noun?

5041. Singular and Plural Nouns

5142. Identifying Nouns

52What Is a Pronoun?

5343. Identifying Pronouns


5545. Writing Sentences with Pronouns

56What Is an Adjective?

5746. Identifying Adjectives

5847. Writing Sentences with Adjectives

59What Is an Adverb?

6048. Identifying Adverbs

6149. Writing Sentences with Adverbs

62More Practice with Adjectives & Adverbs

62From "The Clover Patch," by Mary Frances Blaisdell

6250. Adjectives & Adverbs (Ex # 1)




6654. Using Adjectives to Combine Sentences

67Using an Apostrophe to Make a Noun into a Possessive Adjective

6855. Apostrophes to Show Possession Ex # 1


6957. Treasure Hunt

7058. “The Pig's Dinner” – Creating an Exercise

72Compounding with “and,” “or,” or “but”

73Based on “Moving Day” by Mary Frances Blaisdell

7359. Compounds (Ex # 1)


7561. “The Windmill” – Creating an Exercise

7762 – Treasure Hunt

7763 – Recipe Roster


78Identifying Prepositional Phrases

79How Prepositional Phrases Work in a Sentence

80From “A Summer Shower,” by Mary Frances Blaisdell

8065 Adding Prepositional Phrases (Ex # 1)


8267 A Punctuation Exercise

83From “Sammy’s Flying Machine,” by Mary Frances Blaisdell



8570 An Exercise in Punctuation

8571 Treasure Hunt

86From “The Cabbage Patch,” by Mary Frances Blaisdell



8874 A Matching Game with Prepositional Phrases

89From “The White Rabbit,” by Mary Frances Blaisdell




9178 Recipe Roster

9279 “Bobbie Squirrel's Tail” – Creating an Exercise

94Understood “You”

9580 “You” as the Understood Subject Ex # 1


9782 “You” as the Understood Subject–“Betty Blue”

9883 “Dark Pony” – Creating an Exercise

10184 Sentence Combining and Style – Ex # 1




105Based on "Teddy Bear," by Mary Frances Blaisdell

10588 Sentence Combining with Adjectives

10689 Sentence Combining with Prepositional Phrases

10790 Combining to Make Compound Subjects or Verbs

108Identifying Complements

109Based on “Bobby’s Party,” by Mary Frances Blaisdell

10991 The Subject/Verb/No Complement Pattern

11092 Focusing on Predicate Adjectives

11193 Focusing on Predicate Nouns

11294 Focusing on Indirect and Direct Objects

11395 A Special Focus on Indirect Objects

114From “The Ugly Duckling” by E. Louise Smythe

11496 Focusing on Subjects and Verbs

11597 Focusing on Predicate Adjectives

11698 Focusing on Predicate Nouns

11799 Focusing on Indirect and Direct Objects

118100 Focusing on Mixed Complements

119From “The Story of the Oriole” by Florence Holbrook

119101 Mixed Complements Ex # 1





123106 Treasure Hunt

124From Bunny Rabbit's Diary, by Mary Frances Blaisdell




126110 Recipe Roster

127111 “The Easter Rabbit” – Creating an Exercise

130112 Jack Sprat

131Assessment Quiz # 1 “Bobbie and the Apples”

132Assessment Quiz # 2 “Alice and Her Mother”

133Assessment Quiz # 3 Bunny Rabbit’s Diary

134Assessment Quiz # 4 Bunny Rabbit’s Diary

135Assessment Quiz # 5 “The Wise Jackal”

136Assessment Quiz # 6 “Manuel and Rita” (1)

137Assessment Quiz # 7 “Manuel and Rita” (2)

138Assessment Quiz # 8 “Susie Sunbeam”

139Assessment Quiz # 9 “Why the Evergreen Trees”

140Assessment Quiz # 10 “Why the Evergreen Trees”

141Looking Ahead - A Challenging Exercise

Based on “Bunny Rabbit’s Diary,” by Mary Frances Blaisdell


Lesson: A sentence is based on a subject and verb. The subject is one or more words that name what the sentence is about. The verb makes a statement about the subject. It may state what the subject does, or what it is. (Note that “is,” “are,” “am,” “was,” and “were” are always verbs. Always underline them twice.)

Directions: In the following sentences, underline the verbs twice and their subject once.

1. The three little rabbits lived in the woods.

2. Each little rabbit had a name.

3. Bunny was full of fun.

4. But Billy was lazy.

5. The rabbits had many playmates.

6. They played with the gray squirrels.

7. Sometimes Bunny ran down to the brook.

8. One Christmas Mrs. Rabbit gave Bunny a book.

9. She pinned the leaves together with thorns.

10. Sometimes he talked to Mrs. Duck.

11. He turned one leaf and then another.

12. They were all alike.

13. This is a funny book.

14. What kind of a book is this?

15. She made it herself out of maple leaves.




1. So Bunny Rabbit ran back to the big stump.

2. But Bunny shook his head.

3. He was very busy.

4. He hid his book in the hollow tree.

5. I found the hollow tree.

6. The gray squirrels lived in the big oak tree.

7. It was all full of stories about the three little rabbits.

8. They played with the red squirrels.

9. It was about the slide on the long hill beside the pond.

10. The rose-bush grew on the wall.




1. Bunny saw the book.

2. He jumped up and down.

3. He clapped his hands.

4. Mrs. Duck came to the brook.

5. Bunny jumped off the stump.

6. That is a diary.

7. The book is full.

8. I found the little maple-leaf book.

9. He hopped off toward home.

10. “Bunny Rabbit’s Diary” was the name of the book.

Based on “Billy’s Slide,” by Mary Frances Blaisdell


Lesson: A sentence begins with a capital letter and ends with a period, question mark, or exclamation point.

Directions: In the following ten items, one is not a sentence. Write “NS” after it (for “not a sentence”). For those that are sentences,

1.) underline the verb twice and its subject once, and

2.) fix the capitalization and punctuation.

1. one morning in winter Bunny opened his eyes

2. then he pulled Bobtail’s long ears

3. oh, I am so sleepy

4. the sled going faster every minute

5. it is too cold

6. the three little rabbits hopped off through the woods

7. bunny jumped up and down in the snow

8. something hit Bunny on the head

9. the three rabbits soon found some tender little roots

10. this is a good breakfast

Based on “Billy’s Slide,” by Mary Frances Blaisdell


Lesson: A sentence begins with a capital letter and ends with a period, question mark, or exclamation point.

Directions: In the following ten items, one is not a sentence. Write “NS” after it (for “not a sentence”). For those that are sentences,

1.) underline the verb twice and its subject once, and

2.) fix the capitalization and punctuation.

1. soon they came to the long hill

2. is the ice thick on the pond

3. jack frost covered the pond with ice last night

4. the time to sleep

5. ice is very thick

6. the big round sun peeped up from behind the hills

7. i know that

8. billy was on the sled

9. it was not very deep

10. it came to the pond

Based on “A Christmas Tree,” by Mary Frances Blaisdell


Directions: In the following sentences underline the verb twice and its subject once.

1. The little pine tree stood near the path.

2. The path led through the woods.

3. The rabbits often sat under this tree.

4. The tree listened to the stories.

5. The birds flew to its branches.

6. Sammy Red Squirrel knew something about this tree.

7. The hole was not very large.

8. He put a piece of bark in the hole.

9. This is a good door for my store-house.

10. I am sure.




1. Sammy ran to the hole very often.

2. The little red squirrel hunted for nuts under the trees.

3. The holes were empty.

4. The hunting was always good.

5. Then Sammy went to his store-house in the stone wall.

6. At last it became very cold.

7. North Wind blew through the woods.

8. The squirrels slept in their nests.

9. Blacky Crow stayed in the deep woods.

10. He melted the snow in the warm hollows.




1. The squirrels ran up and down the trees.

2. All at once Bunny Rabbit heard a noise.

3. The other rabbits listened, too.

4. It is the dog!

5. Sammy and Bobby were safe in the tree.

6. The man had an axe in his hand.

7. The two children ran along the path.

8. This is a good one.

9. She pointed right at the little pine tree.

10. That is too large for our Christmas tree.




1. And before long the sound of the axe rang out through the stillness.

2. I thought so, too.

3. But I have a store-house in this tree.

4. Where is it?

5. I am as hungry as a bear.

6. So am I.

7. Sammy took out a nut.

8. I saw many pretty things.

9. Oh, it was pretty!

10. Then the little sparrow flew away.

10. Creating an Exercise on Subjects and Verbs

“The Cat's Dinner” by Lillian M. Allen

from The Elson Readers Primer

Directions: Read the story, and then find ten sentences in it that would make a good exercise on simple subjects and verbs. Note that some sentences may be hidden in other, bigger sentences. For example, in the sentence

She said, "I love music."

You can use the sentence "I love music." Make your exercise on separate paper, and then make an answer key for it. The directions for your exercise should be:


Alice said, "Come, cat.

Come to dinner."

The cat said, "No.

We will find a dinner."

The cat saw a bird.

The kittens saw it, too.

The bird saw the cat.

It saw the kittens, too.

The bird flew away.

The cat said, "Come, kittens!

Come to the barn."

The cat went to the barn.

The kittens went, too.

The cat saw a mouse.

The mouse saw the cat.

The mouse ran away.

The cat went to the house.

The kittens went, too.

We said, "Come, cat, come!

Come, kittens, come !"

We gave them milk for dinner.

Based on “Bobtail’s Kite,” by Mary Frances Blaisdell


Lesson: A “complement” answers the question “Whom or what?” after a verb.

Directions: In the following sentences, underline the verb twice, their subjects once, and write "C" above any complements.

1. North Wind played a game.

2. He blew the dry leaves over the ground.

3. He piled them up under the oak tree.

4. The oak tree bowed.

5. And it bowed its head.

6. North Wind blew on and on.

7. He blew through the woods.

8. Bunny heard North Wind.

9. North Wind blew past their house.

10. Oh, how the wind blows!




Directions: In the following sentences, underline the verb twice, their subjects once, and write “C” above any complements.

1. I reached the big oak tree first.

2. So they both hopped out of their warm house.

3. The path led to the big oak tree.

4. They came to the oak tree.

5. Bobtail saw the pile of leaves.

6. Who put all those leaves under this tree?

7. Then North Wind puffed out his cheeks.

8. North Wind blew more leaves under the oak tree.

9. The children always fly kites.

10. The wind blows.





1. We had a kite.

2. It sailed up in the air and over the trees.

3. A boy dropped a string out of his pocket the other day.

4. It is on the ground, under the pine tree.

5. Bobtail tied the string to the short stem of the oak leaf.

6. We take turns.

7. He picked the kite up.

8. And he tossed it into the air.

9. This is not a good kite.

10. So Billy took hold of the string.





1. He tossed the kite into the air.

2. The oak leaf fell to the ground at Billy’s feet.

3. North Wind watched the three little rabbits.

4. He laughed softly to himself.

5. Up, up in the air flew the kite.

6. The branches of the oak tree caught the string.

7. Now it is my turn.

8. Bobtail picked himself out of the big pile of leaves.

9. He shook his long ears back and forth.

10. North Wind sang a gay little song.


15. A Punctuation Exercise – Quotation Marks

Directions: In the following sentences, identify the words that were said by placing them in quotation marks “ ”.

1. Bend your head and bow to me, big oak tree, said North Wind.

2. Oh, how the wind blows! said Bunny.

3. I shall stay in the house to-day, said Billy. I do not like the wind.

4. Let’s go out and have a game of tag, he said to his two brothers.

5. Look out for me! called North Wind. I can catch you all.

6. Who put all those leaves under this tree? he said.

7. I did, I did, called North Wind. And here are some more to make the pile larger.

8. Oh, what fun! said Bunny. I should like to do that.

9. This is just the day to fly a kite, said Bobtail.

10. Yes, said Billy. The children always fly kites when the wind blows.

Based on “April Fool’s Day,” by Mary Frances Blaisdell




1. Billy opened his sleepy eyes.

2. Then he went to the door.

3. Billy hopped out of doors.

4. It was a warm sunny day.

5. But first the little rabbits found their breakfast.

6. Bobtail grew very fat.

7. They stored away nuts.

8. Jack Frost covered the ground with snow.

9. The squirrels dug up these nuts.

10. But now the ground was soft again.





1. They never opened the store-house doors.

2. They just hopped around under the trees.

3. But on this first day of April Bunny found the biggest acorn.

4. He told Bobtail about the joke.

5. In a few minutes the three rabbits finished their breakfast.

6. Bunny saw a string under the oak tree.

7. It was the same string.

8. The string held the kite to the branch for a long time.

9. Then one day North Wind came again.

10. The string dropped to the ground under the oak tree.





1. He tied the string around the acorn.

2. Then he scampered back to his brothers.

3. They waited for him near the old stone wall.

4. Bunny put the acorn in front of Sammy’s door.

5. Billy hid behind the pine tree.

6. He kept very still.

7. The acorn lay on the ground near his door.

8. Now Sammy was very fond of big acorns.

9. So he pounced on the acorn.

10. But it was not there!





1. That was a good trick.

2. Bobby often comes to the big oak tree.

3. Then they all hid behind the tree.

4. Sammy Red Squirrel dropped that big acorn.

5. Then all at once it was not still in the woods.

6. Bobby forgot all about the acorn.

7. Sammy skipped up the tree after him.

8. The three little rabbits put their ears down on their heads.

9. Four little bright eyes watched Jip from the oak tree.

10. One of the squirrels had that big acorn for his dinner.

20. Creating an Exercise with Complements

“What Was in the Nest?” from The Elson Readers Primer

Directions: Read the story, and then find ten sentences in it that would make a good exercise on simple subjects, verbs, and complements. Make your exercise on separate paper. Then make an answer key. The directions for your exercise should be:


Note that some sentences may be hidden in other, bigger sentences. For example, in the sentence

She said, “I love music.”

You can use the sentence “I love music.”

The girls saw a nest.

It was a little nest.

It was in a tree.

The girls saw two birds.

Can you see them?

They were pretty birds.

They were in the tree.

Mother bird sat on the nest.

One day she flew from the nest.

What was in the nest?

Can you guess?

The girls saw eggs in the nest.

They saw one, two, three, four eggs.

The four eggs were blue.

Mother bird sat on the nest.

She sat there day after day.

One day she flew from the nest.

She sat in the tree.

She sang and sang.

Father bird sang, too.

The girls looked in the nest.

Can you guess what they saw?

Four little birds were in the nest.

Soon they could fly.

Mother bird said, “Fly, fly!”

Father bird said, “Fly, fly!”

They flew from the nest.

They flew from tree to tree.

One day they flew away.

The girls said, “Good-bye, good-bye!”

21. Complements – Creating Exercises

Have the students each make an exercise and answer key comparable to the preceding four, using some other story that they are reading. You might want to explain that they can take parts of sentences from the original text, as was done in making the exercises above.

22. Complements – Using Students’ Exercises

(Based on the preceding exercise) Have the students work in pairs, each doing the other's exercise, and then checking responses against the answer key. Doing and checking this exercise should take about ten minutes at most. If you set the students up in two rows, one row can move back a seat after each exercise, thereby setting up new pairs so that the students could do five to ten different exercises in one class period. (Note that in order to do this, students will need to make several copies of their exercise.)

Illustration by Kate Greenaway

Adding “Helping” Verbs (Tense)

Some verbs “help” other verbs express differences in time or emphasis. The results are “verb phrases”:

Bobby is playing.

Bobby will be playing.

Bobby was playing.

Bobby had been playing.

Bobby will be playing.

Bobby will have been playing.

Bobby does play.

Bobby did play.

Bobby has played.

Bobby was going to play.

These helpers are usually forms of the verbs:

be:

have:

do:

is, are, was, were, am, be, being, been

have, has, had

do, does, did, done

Note that “will,” “going to,” and “used to” are also used as parts of a verb phrase:

Sam will play tomorrow.

They were going to play baseball.

Toni also used to play baseball.

When you underline verbs, be sure to underline all the helping verbs in the verb phrase.

Based on “Mrs. Duck’s Secret,” by Mary Frances Blaisdell


Directions: In the following sentences, underline the verbs twice, their subjects

once, and write “C” above any complements.

1. But Bobby did not know it.

2. And Sammy Red Squirrel did not know it.

3. Sometimes she was going to the barn.

4. Sometimes she was coming from the barn.

5. Why is she walking along this little path?

6. I will ask Mrs. Duck.

7. The sun was just going to bed.

8. Have you seen Mrs. Duck today?

9. Bobby Squirrel was sitting in the maple tree over their heads.

10. I will try again tomorrow.

Based on “Mrs. Duck’s Secret,” by Mary Frances Blaisdell


Directions: In the following sentences, underline the verbs twice, their subjects once, and write “C” above any complements.

1. She was going to the barn.

2. Where are you going this fine morning?

3. Where have you been?

4. She had eaten everything.

5. Mrs. Duck had gone to sleep.

6. Mrs. Duck was still sitting in the nest.

7. We will come again.

8. Mrs. Duck was leading her family to the barnyard.

9. I am going down to the brook.

10. I will show you my secret.

Based on “The Swimming Lesson,” by Mary Frances Blaisdell



1. Mrs. Duck was walking along the little path through the meadow.

2. Bunny Rabbit was sitting under a tree.

3. He did not hear them.

4. He was dreaming about the little birds.

5. All the other rabbits were sitting on the ground.

6. What are you saying, Bunny?

7. I was going far away.

8. I am going to teach my little ones.

9. I will teach you, too.

10. Mrs. Duck was talking to her ducklings.



Directions: In the following sentences, underline the verbs twice, their subjects once, and write "C" above any complements.

1. We will all go into the water together.

2. That will be the best way for me.

3. The little ducks had been standing in a row behind their mother.

4. Mrs. Duck was soon swimming in the middle of the brook.

5. All the little ducks were swimming after their mother.

6. Why don’t you try it, Bunny?

7. Mr. Green Frog was sitting on a rock close by.

8. Bunny had been sitting still on the bank.

9. But he had not said a word.

10. The ducks had to paddle their feet.




1. He did put one foot in the water.

2. You will like it.

3. Bunny had gone a step nearer.

4. Bunny did not know how.

5. He was splashing around in the brook.

6. The water was running into his eyes.

7. At last his feet had touched the ground.

8. You did not paddle your feet.

9. But Mr. Sun had been shining down brightly.

10. Bunny will soon be dry.

Illustration by Blanche Fisher Wright

Adding “Helping” Verbs (Modal)

As you try to identify verb phrases, remember that the following words often function as "helping" verbs and are thus part of the verb phrase.

Can and Could

They can see the parade (DO) from here. But Samantha could see it (DO) from there.

Dare

Do they dare go to the cemetary?

May and Must

Charlie Brown may have seen the Great Pumpkin (DO). Charlie, you must not kick that football (DO).

Might

You might see Venus (DO) on a clear night.

Need

They need only ask for help.

Ought

Bobby ought to practice more if he wants to be a better player.

Shall and Should

Cinderella shall not go to the ball. You should read more fairy tales (DO).

Will and Would

Cinderella, you will go to the ball. A fairy Godmother would be a big help (PN).

Based on “Mrs. Duck’s Secret” by Mary Frances Blaisdell


Directions: In the following sentences, underline the verbs twice, their subjects

once, and write "C" above any complements.

1. Mrs. Duck would not tell him.

2. Mrs. Duck must have gone long ago.

3. They ran back and forth along the little path.

4. In the sun we shall go to sleep.

5. After a while the three little rabbits became sleepy.

6. I can not tell you.

7. Where are you going, now?

8. But they did not tell the secret to any of their friends.

9. May we go with you?

10. Some little yellow heads were peeping out from under her wings.

Based on “Mrs. Duck’s Secret” by Mary Frances Blaisdell



1. Now I must cover my eggs up.

2. Mrs. Duck would not get off the nest.

3. I will show you my secret.

4. Then we shall not see Mrs. Duck.

5. How pretty they are!

6. Where can the ducks be?

7. Perhaps he can keep awake.

8. Perhaps you have guessed Mrs. Duck’s secret by this time.

9. What can you see?

10. You must stay in the nest.

Based on Bunny Rabbit’s Diary (Ch. 1-7) by Mary Frances Blaisdell



1.Bunny could not find one picture.

2. You must write the stories in the book.

3. You can write about the good times.

4. I can not find one story.

5. What shall we do?

6. That must be a Christmas tree.

7. They could not find very much.

8. Bunny may have his turn first.

9. This would make a good Christmas tree.

10. I shall stay in the house today.

Based on Bunny Rabbit’s Diary (Ch. 1-7) by Mary Frances Blaisdell



1. We must find one.

2. This would make a good kite.

3. Sammy dared to play a joke on Bobby Gray Squirrel.

4. I am going to teach my little ones.

5. Bobby Gray Squirrel must have been here.

6. The squirrels could not dig up these nuts.

7. The squirrels ought to dig them out.

8. Bobtail could not see it.

9. Sammy Red Squirrel must have dropped that big acorn.

10. Would you show it to me?

32. Writing Sentences with Modal Verbs

Directions: Use each of the following words as a helping verb in a sentence about Bunny Rabbit's Diary.

1. can

2. could

3. dare

4. may

5. must

6. might

7. need

8. ought

9. shall

10. should

11. will

12. would

Illustration by Blanche Fisher Wright

Adding Other Helping Verbs

Some helping verbs show the beginning, continuation, or ending of an action. For example:

begin

He will begin to swim in the morning.

They began playing the game (C).

start

Bobby is starting to draw a picture (C).

Sandi started reading a story (C).

continue

The rabbit continued to run away.

Blackie Crow will continue to fly high in the sky.

keep (on)

Bobtail kept on eating nuts (C).

Bobby will keep climbing into the trees.

stop

Mrs. Duck stopped swimming in the pond.

They will stop playing soon.

Other helping verbs show an attitude toward an action. For example:

like

Sammy Squirrel likes eating nuts (C).

Would you like to go to the park?

love

The ducks love to swim.

Bobtail does not love flying.

hate

Children hate to go to bed early.

Bobtail hates flying.

want

Blackie Crow will want to fly to the party.

try

Bobby will try to fly too.

Based on Bunny Rabbit's Diary by Mary Frances Blaisdell



1. But Jip wanted to play.

2. Bobtail stopped eating.

3. I like to see the water.

4. Bobtail began to hop around.

5. Bobtail liked to play with Bunny.

6. I never can learn to swim.

7. The birds tried to keep warm.

8. I love to eat the seeds.

9. Bobby began to scold Jip.

10. Do you like to live in a little house?




1. The wind stopped blowing.

2. He did not like to work.

3. I am trying to find someone.

4. Bobtail began to nibble the greenest leaves.

5. He did not ask to play.

6. And the rabbits did not like to wet their feet.

7. I did not want to leave my home in the field this week.

8. He loved to curl up in the tall grass.

9. A gentle wind began to blow over the tall grass in the field.

10. Billy always liked to have a game of tag with Bobtail.




1. He was trying to tell Jack something.

2. Bunny liked to play tricks on his brothers.

3. Sammy stopped eating the nut.

4. Bobtail continued to nibble the sweet leaves.

5. We will learn to swim.

6. So Bobby began to carry the nuts to a safe place.

7. Bunny would not like to live in a house all the time.

8. I did not want to come so far anyway.

9. The sled kept on sliding faster and faster.

10. Jip loves to play tag with Bobby.




1. Bunny started to run after the sled.

2. But I like to see the tree in the woods better.

3. Bobby did not try to run away.

4. North Wind tried to carry the string away.

5. The largest trees helped to keep him warm.

6. Of course Teddy did like to stay in the playroom.

7. Blacky Crow continued to fly round and round over Sammy's head.

8. Then the water began to fall down on the ground at the foot of the tree.

9. He just kept on wiggling and twisting.

10. Now all the families will have to move out.



An apostrophe is used to indicate that letters have been left out. This usually happens when two words are combined into one. The resulting word is called a "contraction." For example, "it's" is a contraction of "it is."

Directions: In the following sentences, underline the verbs twice, their subjects once, and write "C" above any complements. After each sentence, write the full form of the contraction. (For example, if the contraction is "I'm," write "I am.")

1. I don’t like to fly kites.

2. I’ve never seen you before.

3. But Teddy didn’t speak.

4. You can’t swim on dry land.

5. It’s the dog!

Directions: In the following sentences, underline the verbs twice, their subjects once, and write "C" above any complements. After each sentence, write a contraction that would combine two words in the sentence. (For example, if the sentence includes "I will," write "I'll.")

1. It is going to rain.

2. I do not like the wind.

3. Teddy did not say a word.

4. But you will never be hungry here.

5. But he could not find Bobtail.





1. I don’t want that now.

2. It’s too cold.

3. I’ll never go in there again.

4. I’m out.

5. I don’t like to stay in this yard all the time.


1. I am so hungry.

2. I am going home.

3. I will show you.

4. I have had enough to last me all day.

5. I can not swim.





1. I don’t believe him.

2. I’m going to eat this one.

3. I'll write a story every day.

4. I don’t want to learn to swim.

5. They’re going to the pond.


1. I will go to the pond.

2. Bobby Gray Squirrel did not like the noise.

3. We are going to the garden.

4. But Blacky Crow did not fly down to the garden.

5. They will look just like wings.

40. “Piggy Wig's House” – Creating an Exercise with Helping Verbs

“Piggy Wig's House” from The Elson Readers Primer

Directions: Read the story, “Piggy Wig's House” from The Elson Readers Primer. (See the next page.) Then find ten sentences in it that would make a good exercise on simple subjects, helping verbs, and complements. Make your exercise on this paper. Then make an answer key.

The directions for your exercise should be:


1._________________________________________________________________________

2. ._________________________________________________________________________

3. ._________________________________________________________________________

4. ._________________________________________________________________________

5. ._________________________________________________________________________

6. ._________________________________________________________________________

7. ._________________________________________________________________________

8. ._________________________________________________________________________

9. ._________________________________________________________________________

10. .________________________________________________________________________

“Piggy Wig's House” from The Elson Readers Primer

JACK RABBIT:

Good morning, Piggy Wig!

Where are you going?

PIGGY WIG:

I am going to the woods.

I want to make a house.

JACK RABBIT:

May I go with you?

PIGGY: WIG:

What can you do?

JACK RABBIT:

I can cut down trees.

You can not cut them down.

PIGGY: WIG:

Come with me. I want you.

GRAY GOOSE:



PIGGY WIG:



GRAY GOOSE:

May I go with you?

PIGGY WIG:

What can you do?

GRAY GOOSE:

Your house will have cracks.

I can fill all the cracks.

PIGGY WIG:


RED COCK:



PIGGY WIG:



RED COCK:

May I go with you?

PIGGY WIG:

What can you do?

RED COCK:

I can wake you up.

I say, "Cock-a-doodle-doo !"

PIGGY WIG:


Soon they came to the woods.

Jack Rabbit cut down the trees.

Piggy Wig made the house.

Gray Goose filled the cracks.

Red Cock waked them up.

"Cock-a-doodle-doo !" he said.

What Is a Noun?

Thus far you have been studying subjects, verbs, and complements, but now we need to look at what a noun is. Words that name people, places, or things are nouns:

dad, sister, friend, Mr. Jones,

park, school, New York,

tree, apple, car, air, idea, health

Note that many nouns name things that you can see, but others name things such as "air," "idea," or "health" that cannot be sensed.

The words that function as subjects are all nouns, and most of the words that function as complements are also nouns.

Words that directly follow "a," "an," or "the" are usually nouns:

Nouns:

Not Nouns:

a book, a thought, a ghost an airplane, an error the house, the thing

a usually, a pleasant an even, an honest the friendly, the because

Nouns can be singular (naming one) or plural (naming more than one) person, place, or thing. Many plural nouns end in "-s." Some end in "-en." A few are the same in the singular and the plural form.

Singular Nouns:

Plural Nouns:

an eagle the sound the child the sheep

the eagles the sounds the children the sheep

Some words can be nouns or verbs. The real test is how a word functions in a sentence. "Fish," for example, can be a noun or a verb:

Noun:

The fish were swimming in the pond.

They were watching the fish (C).

Verb:

Billy and Jane fish in the pond.

41. Singular and Plural Nouns

A. Write the plural form (meaning more than one) of each of the following nouns. Then use that form in a simple sentence. Underline the verb in the sentence twice, its subject once, and label (C) any complements.

1. rabbit

2. tree

3. acorn

4. noise

5. game

B. Write the singular form (meaning just one) of each of the following nouns. Then use that form in a simple sentence. Underline the verb in the sentence twice, its subject once, and label (C) any complements.

1. secrets

2. leaves

3. branches

4. stories

5. dresses

42. Identifying Nouns

Directions: Circle the nouns in the following sentences.

1. So Bunny sat down on the stump and opened his book.

2. One morning in winter Bunny opened his eyes.

3. The big round sun peeped up from behind the hills.

4. The ground was covered with snow.

5. Something hit Bunny on the head.

6. Billy can make a long slide over in the meadow.

7. The rabbits stood at the top of the hill and looked down at the pond.

8. Jack Frost covered the pond with ice last night.

9. But the garden was far away, across the field and over the other side of the road.

10. All the red squirrels scampered off to get the best seats among the branches of the oak tree.

What Is a Pronoun?

Pronouns are words that act like nouns but do not name specific people, places, or things. They are often used to take the place of nouns:

Karla and George went to the store.

They went to the store.

Pronouns can stand in for a noun anywhere in a sentence.

The following words are, or can be, pronouns:

I

we

you

he

she

it

they

who

me

us

(you)

him

her

(it)

them

whom

mine

ours

yours

his

hers

its

theirs

myself

ourselves

yourself (yourselves)

himself

herself

itself

themselves

Other words that can be pronouns are:

which, what, this, that

someone, something, somebody

anyone, anything, anybody


Directions:

1. Underline the verbs twice, subjects once, and label (C) any complements.

2. Draw a circle around each pronoun.

1. That is too large for our Christmas tree.

2. Why don’t you try it, Bunny?

3. They were waiting for him near the old stone wall.

4. But they did not tell the secret to any of their friends.

5. You did not make it the right way.

6. Then he went to the door and peeped out of it.

7. She made it herself out of maple leaves.

8. That is a diary. You must write the stories in it yourself.

9. There Bunny found the acorn, and he tied the string around it.

10. Bunny sat still on the bank, but he did not say anything.


Directions: Circle the pronouns in the following sentences:

1. I will ask Bobtail to come with me.

2. They saw many pretty things hanging on the branches.

3. “Swimming may be easy for ducks,” he said to himself.

4. If you are with me, I shall not go to sleep.

5. That is a good place to hide some nuts for the winter.

6. Sammy hid ten acorns in the tree. He packed them in one by one.

7. Rabbits and squirrels can run and hop and jump. And that is easy for them.

8. “It may have been funny for you,” said Bunny. “But it was not funny for me.”

9. Bunny knew she had a secret, but she would not tell him what it was.

10. They heard someone talking and they looked to see who it was.

45. Writing Sentences with Pronouns

Use each of the following pronouns in a sentence:

1. I

2. me

3. myself

4. we

5. us

6. ourselves

7. he

8. him

9. himself

10. she

11. her

12. herself

13. they

14. them

15. themselves

16. who

17. whom

18. someone

19. something

20. anyone

What Is an Adjective?

Words that describe nouns or pronouns are called "adjectives." A noun plus the adjectives that describe it make a noun phrase:

the green frog

a pretty picture

an orange circle

the young girl

an old tree

one blue flower

the little gray kitten

six small fish

this big house

that tiny spider

Sometimes, adjectives act as complements:

The forest is big.

Ripe apples are red.

The water turned green.

My dog is brown.

Our kitten was white and black.

Sammy grew tall.

Adjectives that function as complements are called "predicate adjectives," but you do not need to remember that yet.

Note that "this" and "that" can be either pronouns or adjectives, depending on how they are used in a sentence

As pronouns:

As adjectives:

This is fun (C).

That will be silly (C).

We know that (C).

Jerry will remember this (C).

This sandwich is good (C).

That boy was a hero (C).

We know that man (C).

Angela likes this book (C).

Adjectives often answer the questions "Which?" or "What kind of?" about the noun:

Which frog?

What kind of picture?

the green frog

a pretty picture

46. Identifying Adjectives

Directions:


2. Draw an arrow from each adjective to the word it describes.

1. The gray squirrels lived in the big oak tree.

2. The red squirrels lived in the old stone wall.

3. The ten little acorns were in the small hole in the tree.

4. I will eat these nuts last of all.

5. He sat up on his hind legs and held up his long ears.

6. Four little bright eyes watched Jip from the oak tree.

7. Santa Claus gave the pretty toys to the happy children.

8. The next day Bunny sat down under the maple tree.

9. One, two, three, four, five, six little yellow ducks waddled after their mother along the little path through the meadow.

10. The new slide was smooth and hard.

47. Writing Sentences with Adjectives

Use each of the following adjectives in a sentence:

1. big

2. tiny

3. small

4. large

5. green

6. red

7. orange

8. purple

9. angry

10. friendly

11. silly

12. funny

13. round

14. square

15. three

16. five

17. long

18. short

19. good

20. bad

What Is an Adverb?

Adverbs are words that describe verbs, adjectives, or other adverbs. They usually answer questions such as “How?” “When?” “Where?” “How long?” “How far?” or “Why?” about the word they describe.

Some commonly used adverbs are:

not, never, always, often, usually, sometimes, soon, later, early, late,

then, up, upstairs, down, downstairs, very, away, together, here,

there, too

Many adverbs are formed from adjectives by adding “-ly”:

quick

slow

eager

soft

quickly

slowly

eagerly

softly

silent

happy

merry

angry

silently

happily

merrily

angrily

To decide if a word is an adverb in a specific sentence, you need to look at how the word affects the meaning of that sentence – what word does the word meaningfully go with? In

They came early.

“early” is an adverb that explains when they came, but in

The early bird gets the worm.

“early” is an adjective because it describes the “bird.”

48. Identifying Adverbs

Directions:


2. Draw an arrow from each adverb to the word it describes.

1. He had never written one before.

2. Bunny jumped up and down in the snow.

3. And just then something else went, too.

4. It is a very good breakfast.

5. Bunny was soon dry and warm.

6. That is too far away.

7. Then the little sparrow flew away.

8. Bobtail hopped faster and faster over the ground.

9. The rabbits slept in their warm home and did not come out very often.

10. The three rabbits soon found some tender little roots.

49. Writing Sentences with Adverbs

Use each of the following adverbs in a sentence:

1. not

2. never

3. soon

4. later

5. early

6. late

7. always

8. sometimes

9. often

10. then

11. usually

12. up

13. upstairs

14. down

15. too

16. very

17. away

18. together

19. here

20. there

More Practice with Adjectives & Adverbs

From "The Clover Patch," by Mary Frances Blaisdell


Directions: In the following sentences, underline the verbs twice, their subjects once, and write “C” above any complements. Then draw an arrow from every adjective and adverb to the word it modifies.

1. It was a lovely day in June.

2. I know a great big patch of clover.

3. I have not had a taste of clover.

4. I like clover, too.

5. Is it very far from here?

6. The three little rabbits hopped off to the patch of clover.

7. They hopped down to the brook.

8. But they could not see any clover there.

9. The brook runs quietly through the meadow.

10. Then it runs quickly through the woods.




1. Clover would not grow under the trees.

2. The warm sun shines brightly in the meadow.

3. They were eagerly watching the small fishes in the water.

4. Billy hopped very close to the brook.

5. Then Billy hopped back from the water.

6. That was just old Mr. Green Frog.

7. There he is now.

8. I frightened you, too.

9. You almost hopped on my back.

10. I was very frightened.




1. We must find that clover patch soon.

2. They could not hop so near the brook now.

3. The muddy ground was very soft and wet.

4. The white blossoms held their heads up to the sun.

5. The sun smiled sweetly at the pretty white flowers among the green leaves.

6. Many bees were flying over the clover patch.

7. They were politely asking the beautiful blossoms for nectar.

8. The busy bees flew swiftly from flower to flower.

9. Bobtail hungrily began to nibble the greenest leaves.

10. What good honey we can make!




1. How good this clover is!

2. I never tasted such sweet clover before.

3. Billy hopped round and round.

4. He carefully rubbed his sore nose.

5. I just took a big bite of this clover.

6. A small bee flew up from the clover.

7. I did not want to come so far anyway.

8. Billy hopped along home very slowly.

9. He stopped every few steps and softly rubbed his poor little nose.

10. Because of the dirt on his nose, the pain soon went away.

54. Using Adjectives to Combine Sentences

Directions: Combine the two sentences into one by making the information in one sentence an adjective in the other sentence.

Example: Our house is big. It is new.

Our new house is big.

1. We have a cat. He is white and orange.

2. Down the hall to the left is another room. It is my brother's room.

3. My parents' room has a blue carpet. The carpet is fluffy.

4. I live in a house with four bedrooms. It is green and white

5. Then I had homework. It was math and English.

6. Our house has bricks and trim. The bricks are red. The trim is white.

Using an Apostrophe to Make a Noun into a Possessive Adjective

An apostrophe (’) changes a noun into an adjective to show possession or ownership. If the noun ends in s or z, just an an apostrophe:

the Wilsons’ house

the babies’ bottles

the books’ covers

Mr. Hernandez’ baseball

If the noun does not end in s, add ’s to it.

Billy’s kite

the children’s kitten

the car’s engine

the store’s sign

Note the difference between:

one (singular)

and

more than one (plural)

the airplane’s wings

the girl’s books

and

the airplanes’ wings

the girls’ books

Words that describe the owner are still considered adjectives. For example, in

Little Bunny's hat flew off.

“Bunny's” is an adjective to “hat,” but “Little” is still an adjective that describes “Bunny's” as a noun.


Based on Bunny Rabbit's Diary

by Mary Frances Blaisdell

Directions:

1. Fix the apostrophe problem in each sentence.

2. Then underline the verbs twice, their subjects once, and write “C” above any complements.

3. Draw an arrow from each adjective and adverb to the word it describes.

1. Then he pulled Bobtails long ears.

2. Teddy jumped out of Jacks arms.

3. Someone is in my masters garden.

4. Poor Bunnys heart began to beat very fast.

5. They came to Mr. Mans barn.

6. Then they told Mrs. Ducks secret to all their friends.

7. One little duck wriggled out from under her mothers wing.

8. At last they reached Whities house.

9. The rabbits could hear Bobbys feet.

10. Bunny put the acorn in front of Sammys door.


Based on Bunny Rabbit's Diary

by Mary Frances Blaisdell

Directions:

1. Fix the apostrophe problem in each sentence.

2. Then underline the verbs twice, their subjects once, and write “C” above any complements.

3. Draw an arrow from each adjective and adverb to the word it describes.

1. One great big drop fell on Bunnys nose.

2. You would have to go to Mr. Mans garden.

3. Did he know Mrs. Ducks secret?

4. Jack dropped Whities supper on the ground.

5. The oak leaf fell to the ground at Billys feet.

6. And the little duck wriggled back again under her mothers wing.

7. Jip is Jacks dog.

8. They could not find the bunnies home.

9. The kite was stuck in the trees branches.

10. The childrens Christmas tree was very big.

57. Treasure Hunt

Find and bring to class a sentence that has at least three adjectives (not counting “a,” “an,” or “the”) and one adverb. Draw an arrow from each adjective and adverb to the word it modifies.

58. “The Pig's Dinner” – Creating an Exercise

“The Pig's Dinner,” by Maud Lindsay from The Elson Readers Primer

Directions: Read the story, “The Pig’s Dinner” from The Elson Readers Primer. (See the next page.) Then find ten sentences in it that would make a good exercise on S/V/C patterns, adjectives, and adverbs. At least two sentences should include adverbs.. Make your exercise on this paper. Then make an answer key.



1._________________________________________________________________________

2. ._________________________________________________________________________

3. ._________________________________________________________________________

4. ._________________________________________________________________________

5. ._________________________________________________________________________

6. ._________________________________________________________________________

7. ._________________________________________________________________________

8. ._________________________________________________________________________

9. ._________________________________________________________________________

10. .________________________________________________________________________

“The Pig's Dinner,” by Maud Lindsay from The Elson Readers Primer

Little Pig went down the road.

He wanted some dinner.

Soon he came to a garden.

It was full of pretty flowers.

“Wee, wee!” said Little Pig.

“I want to go into that garden.

“Flowers make a good dinner.”

He went into the garden.

Soon Red Hen came down the road.

Her little chickens were with her.

By and by they came to the garden.

They saw the pretty flowers.

“Cluck, cluck!” said Red Hen.

“How pretty the flowers are!

Come with me into the garden.

We can find a good dinner there.”

They went into the garden to eat.

How happy they all were!

Soon White Cow came down the road.

She saw the pretty flowers.

She saw Little Pig in the garden.

She saw Red Hen and her chickens.

“Moo, moo!” she said.

“How pretty the flowers are!

They will make a good dinner.”

Red Hen said, “Cluck, cluck, come in!”

Little Pig said, “Wee, wee, come in!”

White Cow went into the garden.

Soon the farmer came home.

He saw White Cow in the garden.

He saw Red Hen and her chickens.

He saw Little Pig, too.

“Stop eating my flowers!” he said.

“Get out of my garden!”

Away they all ran down the road!

“Good-bye, Mr. Farmer!” said the hen.

“We had a good dinner!” said the pig.

“We will come back soon!” said the cow.

Compounding with “and,” “or,” or “but”

Three words are often used to show that other words or constructions in a sentence are working together. These words are “and,” “or,” and “but.” What you need to remember is that:

“And,” “or,” and “but” join equal grammatical things.

For example, they can join subjects – “Bill or Bob will win.”

Or they can join verbs – “Sarah reads and writes.”

Or they can join complements – “Bunny likes carrots and lettuce.”

Or they can join adjectives – “They have a brown and white puppy.”

The words or constructions that are joined are called “compounds.”

Any parts of speech, or any grammatical constructions

can be compounded.

Based on “Moving Day” by Mary Frances Blaisdell



1. It was warm and sunny in the meadows.

2. Mrs. Rabbit had on her bonnet and shawl.

3. Bunny and Bobtail and Billy hopped and skipped along.

4. Then she shook her head and wiped a tear from her eye.

5. Sammy sat on the wall and watched the mice.

6. Mrs. Mouse and the little mice were peeping into the hole.

7. Mrs. Mouse picked up the bag and started into the hole.

8. Mrs. Mouse heard the noise and jumped back.

9. Sammy jumped off the wall and ran up into the pine tree.

10. The cat sat down beside the hole and waited and waited.

Based on “Moving Day” by Mary Frances Blaisdell



1. Bunny kicked and kicked and scrambled and splashed around in the brook.

2. But Bobby only laughed and ran higher up among the branches of the oak tree.

3. Bunny hopped down the hill and made a little path in the snow.

4. The sled was half way down the hill and going faster every minute.

5. Bobby Gray Squirrel and his brothers often ran up into the pine tree.

6. Mr. Sun came up from behind the hills and shone brightly all day long.

7. The little rabbits whirled around and hopped back to their house.

8. The man and the two children and the dog came back through the woods.

9. And hippity-hop went Billy and Bunny after him.

10. Then he climbed up on the old stump and tossed the kite into the air.

61. “The Windmill” – Creating an Exercise

“The Windmill,” by Kathlyn Libbey from The Elson Readers Primer

Directions: Read the story, “The Windmill” from The Elson Readers Primer. (See the next page.) Then find five sentences in it that would make a good exercise on compounds. Remember that you can use compound subjects, compound verbs, compound complements, compound objects of prepositions, and compound adverbs or adjectives.

Make your exercise on this paper. Then make an answer key.



1._________________________________________________________________________

2. ._________________________________________________________________________

3. ._________________________________________________________________________

4. ._________________________________________________________________________

5. ._________________________________________________________________________

“The Windmill,” by Kathlyn Libbey from The Elson Readers Primer

Once there was a big windmill. It went round and round. It gave water to the horses and the cows. It gave water to the sheep, too.

One day it said, "I will stop! I will not go round and round."

So the windmill was still all day. By and by the wind came.

It said, "I will help you, Windmill. I will make you go round and round and round."

"No, no!" said the windmill. "I don't want to go round and round and round. I don't want you to help me. I want to be still all day."

The wind said, "You must go round! The horses and cows want water. I will blow for you."

The windmill would not go. It would not bring any water. So the wind went away.

By and by the horses came home. They had helped the farmer all day. The cows and the sheep came, too.

They all ran to the windmill. They all wanted some water. There was no water for them!

They said, "Oh, Windmill! Will you be kind to us? Will you give us water, Windmill?"

The windmill was not happy.

It said, "There is no water. Wind, come and help me."

The wind came at once.

"I will blow for you," it said.

The windmill went round and round. Soon the water came. The horses drank and drank. The cows and the sheep drank, too.

How happy the windmill was!


Find and bring to class a sentence that has a compound subject. Identify the subject(s), verb(s) and complement(s) in the sentence.

63 – Recipe Roster

Write a sentence that has compound verbs. Identify the subject(s), verb(s) and complement(s) in the sentence.


Find and bring to class a sentence that has a compound complement. Identify the subject(s), verb(s) and complement(s) in the sentence.

Identifying Prepositional Phrases

Prepositional phrases are simply prepositions plus the noun or pronoun that answers the question "What?" after them: "in the house," "under the desk," "from the street." Thus, to identify prepositional phrases you need to recognize prepositions and then make a question with "What?" after them – "Under what?" – "Under the desk."

If a verb answers the question "To what," it is not a prepositional phrase.

aboutabove across according to after against along among around as aside from as for as to at because of before behind beneath beside between beyond but * by despite down down to due to during except for from

Words That Can Function as Prepositions Note: Some prepositions consist of more than one word.]

in inside instead of into like near of off on onto opposite out out of outside over per regardless of since such as through to toward under until up upon via with within without

Note that all the words in brown could be used to tell a squirrel's relationship in space to trees:

The squirrel is ____ the trees.

Other prepositions express relationships in time:

They left after dinner. They arrived before dinner. We talked during dinner. We haven't eaten since dinner. We waited until dinner.

The word that answers the question "What?" after a preposition is called the "object of the preposition."

* when it means "except"

Image from Beatrix Potter’s “The Tale of Squirrel Nutkin”

How Prepositional Phrases Work in a Sentence

Every word in a sentence has a job to do. That job is called its “function.” The function of subjects is to name what the sentence is about. Verbs say something about the subject(s). Some verbs raise the question “whom or what?” The nouns or adjectives that answer that question function as complements.

This subject / verb / optional complement pattern (S/V/C) is the most important part of any sentence. Remember that conjunctions (“and,” “or,” and “but”) can join two or more subjects, verbs, or complements within one sentence.

Almost every word in every English sentence describes (modifies) the words in an S/V/C pattern. You have already learned how adjectives and adverbs modify, and thus grammatically connect to, subjects, verbs, and complements.

Almost all prepositional phrases function as adjectives or adverbs:

Mr. Green Frog lives {in a pond}.

Just like an adverb would, “in a pond” describes where he lives. Similarly, in the sentence

The squirrels {in the tree} were having fun (DO).

the prepositional phrase “in the tree” identifies which squirrels the sentence is about and thus functions as an adjective.

Sometimes more than one prepositional phrase will modify the same word:

Mr. Green Frog will be {in the pond} {for a few hours}.

In this sentence, “in the pond” tells where he will be, and “for a few hours” tells how long he will be there.

But a prepositional phrase can also modify a word in another prepositional phrase:

The squirrels scampered off {among the branches} {of the oak tree}.

In this sentence, “of the oak tree” modifies “branches” and thus functions as an adjective. The “among the branches” phrase modifies “scampered.” In other words, the “of the oak tree” phrase connects to the verb because it is connected to “branches.”

From “A Summer Shower,” by Mary Frances Blaisdell


Directions:

1. In the following sentences, underline the verbs twice, their subjects once, and write “C” above any complements.

2. Place parentheses ( ) around each prepositional phrase. Draw an arrow from the preposition to the word that the phrase modifies, and above the phrase write “Adj” for “adjective” or “Adv” for “adverb.”

1. The flowers would like to have a drink of fresh water.

2. We will go down to the brook.

3. Will you come with us?

4. There is not much water in the brook today.

5. So at last Bunny sat down under the oak tree.

6. Mrs. Duck and all the little ducks waddled along the path.

7. It was really nothing but mud.

8. The little ducks were playing in the muddy brook.

9. They pushed their flat bills into the mud.

10. Their little yellow feet were black with mud.

11. Mr. Sun looked down and smiled at them.

12. A gentle wind began to blow over the tall grass in the field.

13. It rushed along to the woods.



Directions:



1. The clouds sailed faster and faster across the sky.

2. We must go back to the barn.

3. So the robin flew to the woods.

4. Billy and Bobtail were playing in their yard.

5. Patter, patter, patter! the rain drops fell on the oak leaves.

6. In a few minutes the leaves were wet.

7. Faster and faster the rain drops fell from the black clouds.

8. The ground was soon wet under the oak tree.

9. I am going to take a bath in that puddle of water.

10. Mr. Green Frog came out of his hole.

11. On his way he met Mrs. Duck and all the little ducks.

12. And Robin Redbreast took a bath in the puddle under the oak tree.

13. The duck and all the little ducks waddled across the road and into the meadow.



Directions: The punctuation and capitalization in the following sentences was lost.

Please fix it, on this paper.

then the water began to fall down on the ground at the foot of the tree one great big drop fell on Bunnys nose then another fell on his ear he waked up with a start

what is the matter he said what is the matter

From “Sammy’s Flying Machine,” by Mary Frances Blaisdell


Directions:



1. Sammy Red Squirrel was sitting on the stone wall.

2. Blacky Crow flew over the field.

3. I am going to the pasture now.

4. The crow flew over the tallest tree and out of sight.

5. Just then something hit Sammy on the head.

6. There at his feet lay an oak leaf.

7. He looked up in the top of the tree.

8. West Wind flew by and shook the branches of the tree very gently.

9. And another leaf floated softly down to the ground beside its brother.

10. I can make some wings for myself out of those oak leaves.



Directions:



1. Sammy put the two leaves on the ground and covered them with a stone.

2. You must be at the tree in a few minutes.

3. All the red squirrels scampered off among the branches of the oak tree.

4. You would have to go to Mr. Man’s garden and ask him for some of the leaves from the rhubarb plants.

5. I will fly to the oak tree this very minute.

6. He ran up the tree and out on one of the longest branches.

7. He stood on the very end of the branch for just one minute.

8. The wings would not hold Sammy up in the air.

9. And down to the ground Sammy fell.

10. He almost fell on top of Bunny Rabbit.


70 An Exercise in Punctuation

Directions: The punctuation and capitalization in the following sentences was lost. Please fix it, on this paper.

sammy stopped eating the nut and looked up to see who was talking to him he saw blacky crow sailing round and round over his head

i am eating my breakfast he answered would you like to have a nut to eat too

oh no answered blacky crow i can find something better than that

71 Treasure Hunt

Find and bring to class a sentence that has at least two prepositional phrases. Identify the prepositional phrases.

From “The Cabbage Patch,” by Mary Frances Blaisdell


Directions:



1. Bobtail and Bunny hopped off down the road.

2. They hopped along the road and came to Mr. Man’s barn.

3. So the two little rabbits laid their ears down on their heads and hopped away behind the barn.

4. Where are you going in such a hurry?

5. The rooster flapped his wings and flew up on the fence.

6. This is no place for us.

7. Not a word did the little rabbits speak.

8. How still it was in the garden!

9. The bees were humming among the flowers.

10. The tender and sweet corn had just peeped out of the ground.



Directions:



1. Jip bounded across the field.

2. Someone is in my master’s garden.

3. Off through the garden they hopped.

4. Jip ran after them and barked louder and louder at every step.

5. They hopped across the field and into the woods.

6. They had hopped into a hole under the big rock at the foot of the oak tree.

7. At last Bunny pulled his head back through the hole.

8. He was safe on the outside of the hole.

9. Mother Rabbit was standing at the door and watching for him.

10. Bunny pointed to his poor little scratched nose.


74 A Matching Game with Prepositional Phrases

Directions: The seven prepositional phrases below lost their places. Help the phrases find where they belong by writing the number of the phrase in the blank where it best belongs.

1. to the hungry little rabbits

2. of one long row

3. into the garden

4. at the end

5. across the yard

6. at a big, big cabbage

7. of them

The two rabbits hopped off __________ and __________.

There they found the biggest cabbages they had ever seen.

There were rows and rows __________.

They were great big green cabbages. How good they did look __________!

“I am going to eat this one,” said Bunny. And he stopped ____________ ________ __________.

From “The White Rabbit,” by Mary Frances Blaisdell


Directions:



1. Billy was fond of cabbage, too.

2. But the garden was far away, across the field and over the other side of the road.

3. Mother Rabbit and Bobtail were in the garden on a warm summer day.

4. Bunny ate clover in the meadow with Billy.

5. The two little rabbits nibbled at the tender leaves.

6. But Billy only shook his head and hopped off toward home.

7. He could not see any of his friends.

8. I will go over to the garden and find mother and Bobtail.

9. He hopped across the field and across the road.

10. The rooster was sitting on the fence.



Directions:



1. Bunny hopped along past the hen-yard fence, and into the orchard.

2. I live in a little house near the barn.

3. So Bunny and Whitie hopped off toward the barn.

4. The white rabbit pointed to a little house under the apple tree.

5. He had never been so near the barn before.

6. The two little rabbits hopped through the gate.

7. Jack left them here for my dinner.

8. The dog was not running along beside him.

9. But I like my home in the woods much better.

10. Bunny ran out of the house and played a game of tag with Billy and Bobtail.



Directions: The punctuation and capitalization in the following sentences was lost. Please fix it, on this paper.

and then he heard jack talking to the dog

poor bunnys heart began to beat very fast

what shall i do what shall i do he said

jack and jip will not hurt you said whitie i think jack is coming to close the gate

bunny hid himself in one corner of the house and held his breath for fear jack would see him

78 Recipe Roster

Write a funny sentence that has at least two prepositional phrases. Identify the prepositional phrases.

79 “Bobbie Squirrel's Tail” – Creating an Exercise

Directions: Read the “Bobby Squirrel’s Tail” by Carolyn S. Bailey. (See the next page.) Then find ten different sentences in it that would make a good exercise on prepositional phrases. Try to use as many different prepositions as you can, and use at least one sentence in which a prepositional phrase modifies a word in another prepositional phrase. Use your sentences to make an exercise on this paper, and then make an answer key. The directions for your exercise should be:

Directions:



1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

4. ______________________________________________________________________

5. ______________________________________________________________________

6. ______________________________________________________________________

7. ______________________________________________________________________

8. ______________________________________________________________________

9. ______________________________________________________________________

10. ______________________________________________________________________

“Bobbie Squirrel's Tail” by Carolyn S. Bailey

from The Elson Readers Primer

See Bobbie Squirrel.

What a big tail he has!

One day he ran down a tree.

Jack Rabbit was coming along.

His tail was little.

Jack Rabbit said, "Look at Bobbie!

He wants us to see his big tail."

Brown Owl said, "Oh, see Bobbie!

He has his tail above his back."

Bobbie Squirrel ran to a nut tree.

There were nuts under the tree.

Bobbie made a hole in the ground.

It was a big round hole.

He swept the nuts into it.

He swept them with his big tail.

Bobbie covered them with leaves.

He swept the leaves with his tail, too.

Then he ran to his home in the tree.

He will eat the nuts next winter.

Guess what Bobbie found at home!

He found shells on the floor!

A little squirrel had put them there.

"Oh, dear me!" said Bobbie.

"The floor must be swept!"

So Bobbie swept the floor.

He swept it with his big tail.

By and by night came.

Bobbie went to sleep on the floor.

Guess what he did with his tail!

Understood “You”

In some sentences the subject “you” is simply understood:

Close the door. = You close the door (DO).

Be quiet! = You be quiet (PA)!

Take out the garbage. = You take out the garbage (DO).

To show that you understand this, your teacher may want you to always write in, and underline once, the understood “you.”

From Bunny Rabbit's Diary by Mary Frances Blaisdell


Sometimes the subject of a verb is an understood “You.”

Directions:

1. Write in the understood “you” in each sentence.

2. Underline verbs twice, their subjects once, and write “C” above any complements.


1. Follow us and you will see.

2. Come down here.

3. Wait for me.

4. See this big oak leaf?

5. Look, look!

6. Come, little leaves.

7. Put on your dresses of red and gold.

8. Wake up, Billy!

The KISS Grammar Site -- Main Page · Web view9. But he had not said a word. 10. The ducks had to...

Documents

Transcript of The KISS Grammar Site -- Main Page · Web view9. But he had not said a word. 10. The ducks had to...