Classroom Connection · Classroom Connection Reading Don’t forget to highlight clues and right there answers that are in each reading passage to help you come up with your answers

Classroom Connection

Reading

Don’t forget to highlight clues and right there answers that are in each reading passage to help you come up with your answers. Some questions have more than one part. Make sure that you answer all parts of a question!! Reminder that problem and solution is a type of text structure. Text structure is a hard skill for 5th graders and takes a lot of practice. The other four text structures are compare and contrast, chronological, cause and effect, and description.

Grammar Prepositional phrases will never contain a verb. A prepositional phrase will start with a preposition and always ends with a noun. !Example: John sat on his deck watching the sunrise. Conjunctions don’t always have to make compound and complex sentences. They can also be used to separate two items in a series or create a compound subject or predicate. !Example of compound subject: My mother and father ate 3 pounds of crab legs for dinner.

Pleaseusethisreferencesheettohelpyouonanyofthereviewmaterialsforweeks5and6.

!Example of compound predicate: Sarah, the next door neighbor, danced and spun in her backyard. !Example of items in a series with conjunction: My sister wanted to drink punch and munch on chips instead of eating a healthy dinner. Compound sentences must contain two independent clauses with the conjunction. They will always contain a comma before the conjunction. !Example: Tom can do his homework, or he can watch a movie.

Spelling The sort rule for Lesson 20 is working with roots.

" rupt- to burst " tract- to drag or pull " mot- to move

Vocab and Mentor Sentence

Check your teacher’s websites or zoom for some video lessons introducing your new vocab words and mentor sentence. We miss you all,

Mrs. Bodie, Mrs. Lane, Miss Walker, and Mrs. Zelenak

Paired Texts

20 S T O R Y W O R K S

LOOK FOR WORD NERD’S 10 TERMS IN BOLD

Synthesizing Together, these articles tell you about a problem Earth faces and possible solutions. Look for these as you read.

UPCLOSE

A huge fireball from space exploded above a Russian city, injuring more than a thousand

people—and no one saw it coming. Could it happen again?

By Justin O’Neill | Art by Gary Hanna

S T O R Y W O R K S . S C H O L A S T I C . C O M • F E B R U A R Y 2 0 2 0 21

As the sun rises on February 15, 2013, the people of Chelyabinsk, Russia, are starting their mornings. But the 1.1 million residents of this city are in for an unusual day. A space rock is headed straight for Chelyabinsk. It’s 65 feet across—about as wide as your school gym. And

nobody has any idea.This rock has been circling close to Earth for thousands of years.

This morning it enters our atmosphere (the layer of gases that surround Earth).

The rock gets hotter and hotter as it zooms toward Earth. It becomes so hot that it starts to crumble. It travels 40,000 miles an hour. Now it’s about 15 miles above the ground. It won’t be long until . . . it explodes!

their cars over.What was that? A missile? A plane

crash? Aliens?! Two minutes pass. Then— BOOM! SMASH! Bangs echo when invisible

shock waves shake Chelyabinsk. Walls collapse. People fall. Windows break. Pieces of glass fly into homes, schools, and offices. About 1,500 people are hurt.

They are lucky. It could have been worse.

Rocks From the SkyDo you ever look at the night sky and

see a shooting star? It’s beautiful—but don’t let the name confuse you. A shooting star is not really a star. It’s a meteor. A meteor

The people of Chelyabinsk look up, puzzled. They see a fireball streak across the sky. They watch it disappear in a flash of light brighter than the sun. A strange trail of smoke is left behind. Some people run outside or to windows for a better look. Others pull

Above and top left: The Chelyabinsk fireball was captured by many people using cell phones and cameras. Their images have greatly aided scientists. Bottom left: A meteorite crashed into a frozen lake, leaving a large hole.

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up by strong winds then dropped back to the ground. Then, in 1803, thousands of meteorites fell on a French town. A physicist named Jean-Baptiste Biot went to see. Biot’s research convinced scientists that rocks do fall from space.

Now we know that space rocks are leftovers from long ago. They’re from about 4.5 billion years ago when the planets of our solar system formed. The rocks move around the sun in circles called orbits, like the planets do. Generally, they stay in the asteroid belt, an area between Mars and Jupiter. But sometimes the rocks knock into each other and bounce around like bumper cars. Then they stray close to Earth. Each day, Earth is hit by 100 tons of space debris [duh-BREE]. Most of this space debris burns up in the atmosphere without causing any harm.

But if an asteroid larger than a mile across hit Earth, it would be a catastrophe.

Sixty-six million years ago, an asteroid probably led to the dinosaurs’ extinction. That asteroid was 6 miles wide. Scientists believe dust clouds from the explosion

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A researcher holds up a meteorite from

Chelyabinsk.

is the stream of light created when a rock burns up in Earth’s atmosphere. Our solar system has millions of rocks: asteroids (large space rocks), comets (part rock and part ice), and meteoroids (smaller space rocks). Very large, bright meteors are called fireballs. The space rock in Chelyabinsk was a fireball. Any pieces that land on Earth are called meteorites.

People from long ago wrote about sacred rocks from the sky. The Egyptians called meteorites “metal from the sky.” They turned them into special jewelry and knives. The Greeks and Romans believed that space rocks were messages from the gods. The ancient Chinese recorded meteor showers.

In 1794, a German physicist suggested that meteorites come from outer space. But no one took him seriously. At that time, people believed rocks from the sky came from

Earth. They thought the rocks were

first swept

blocked out the sun. The sun may have been blocked out for months. This caused plants and animals to die.

Could that happen again?

Another Close Call

The last time a meteoroid caused as much damage as the one in Chelyabinsk did was more than 100 years ago. That meteoroid also fell in Russia.

In 1908, a farmer named S.B. Semenov was on the porch of a trading post in a big area in Russia. Suddenly, the sky lit up. A shock wave knocked him to the ground. He felt strong heat. Semenov later wrote, “It almost burned the shirt off me.”

Semenov was more than 40 miles away from the center of what is called the Tunguska event. Tunguska is in the remote Russian wilderness. The explosion had the force of nearly 200 atomic bombs. It knocked down 80 million trees.

Because Tunguska is so remote, it took decades to understand what happened. The mystery inspired odd theories: a UFO explosion, a science experiment gone wrong, a black hole passing through the planet.

In fact, what happened in Tunguska was just like what happened in Chelyabinsk. But the Tunguska meteor was much larger and closer to the ground. These events are very

rare. Few of today’s scientists imagined they would live to see anything like it. Very large asteroid events, like the one that probably doomed the dinosaurs, are even more rare. They happen only once every 100 million years or so.

We’re Not AloneWhat happened in Chelyabinsk is a

reminder: We live on a planet that is drifting through space. And we’re not alone. Drifting along with us are objects that may someday be a threat. But scientists around the world are working feverishly to make sure that such an event never happens again.

Luckily, no one in Chelyabinsk was killed. Most injuries were minor. Many people in the area have a new hobby: hunting for meteorites. Even small pieces of the fireball can be worth thousands of dollars.

But if you were to see a meteorite, you probably wouldn’t think it was special. Most look like boring black rocks.

You’d probably walk right by it. n ©To

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This photograph of a flattened forest shows

the destruction caused by the Tunguska event.

Fortunately, no one lived in Tunguska. If the explosion had occurred above Paris or London, the city would

likely no longer exist.

Write an exchange of letters between two friends. One is concerned about the problem presented in the first article; the other tries to reassure the friend with information from the second article. Each letter should include details from the texts.

MAKE A CONNECTION

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FIND A SKILL BUILDER ONLINE!


Sooner or later, a space rock like the one in Chelyabinsk will come hurtling toward Earth. But scientists are working to

be ready when it happens. America’s space agency, NASA, uses

telescopes to scan the sky for asteroids, meteoroids, and comets. NASA works with other space agencies around the world. And they have already found 95 percent of the very largest asteroids. Scientists are building stronger telescopes that will be able to see smaller space rocks.

The first step to protecting the planet: finding space rocks. The next step is

figuring out where they’re going. The B612 Foundation is an organization that hopes to help with that. B612 is making a digital map of the asteroids that are close to Earth. The map will track their movements.

INFORMATIONAL TEXT

Planet ProtectorsIt will also predict whether they are headed our way.

Looking Both WaysBut if we knew that a large asteroid was

coming toward us, could we do anything about it? The experts at B612 say yes. Scientists have explored many different ideas: from shooting the asteroid with lasers to blasting it apart with a bomb. Most agree that the best plan would be to redirect it away from Earth. We would do this by crashing an unpiloted spacecraft into the asteroid. If we couldn’t do that, we might have time to evacuate a city before an explosion.

B612 says there’s no reason to panic. Asteroids are just part of the universe. We can’t change that. But we have the technology to prepare for future impacts.

“We do lots of things to protect ourselves,” says Diane Murphy, a spokeswoman for B612. “Just like we look both ways for cars when we cross the street, we need to look both ways for asteroids.” n

How scientists are keeping Earth safe from future asteroid disasters

Former astronaut

Edward Lu helped

found B612.

©2020 by Scholastic Inc. All rights reserved. Permission granted to teachers and subscribers to make copies of this page to distribute to their students.

Name: ____________________________________________ Date: ________________

“Attack From Outer Space”February 2020

Name: ____________________________________________ Date: ________________

Find the Evidence

Text Evidence

1. The people of Chelyabinsk are lucky the damage from the space rock wasn’t worse. Circle the letter of the piece of text evidence that best supports this:

a. “But the 1.1 million residents of this busy city are in for a very unusual day.”

b. “Others pull their cars over, alarmed.”

c. “Some people run outside or go to the windows for a better look.”

d. “And fortunately, no one in Chelyabinsk was killed. Most of the injuries were minor.”

2. In your own words, explain how people reacted when a German physicist said that meteorites come from outer space. Use details from the text.

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

3. Circle the letter of the piece of text evidence that best describes why an asteroid larger than a mile across hitting Earth would be a catastrophe:

a. “This rock has been circling close to Earth for thousands of years.”

b. “Especially large and bright meteors, like the one in Chelyabinsk, are called fireballs.”

c. “Scientists believe dust clouds from the explosion blocked out the sun—perhaps for months—causing plants and animals to die.”

d. “These events are extremely rare; few of today’s scientists ever imagined they would live to see anything like it.”

4. Explain in your own words what happened during the Tunguska event.

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Continued on next page >

Directions: Read each question below carefully. Some will ask you to select text evidence—or details in the story—to support a statement. Others will ask you to respond in your own words, supporting your ideas with text evidence.

Core Skills Workout–LL


Name: ____________________________________________ Date: ________________

“Attack From Outer Space”February 2020

Text Evidence

Core Skills Workout–LL

5. Circle the letter of the piece of text evidence that describes why it took scientists so long to figure out what happened in Tunguska.

a. “Suddenly, the sky lit up, and a shock wave knocked him to the ground.”

b. “Tunguska is a faraway region of the Siberian wilderness.”

c. “The mystery inspired bizarre theories—a UFO explosion, a science experiment gone wrong, a black hole passing through the planet.”

d. “In fact, what happened in Tunguska was just like what happened in Chelyabinsk, except the Tunguska meteor was much larger and much closer to the ground.”

6. In your own words, explain what the B612 Foundation is.

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

7. Which of the following shows that scientists have looked at many options for dealing with space rocks?:

a. “NASA, America’s space research agency, uses powerful telescopes to scan the sky for asteroids, meteoroids, and comets.”

b. “B612 is working to create a high-tech digital map of all the asteroids in our solar system that are close to Earth.”

c. “Scientists have explored many different ideas, from shooting the asteroid with lasers to blasting it apart with a bomb.”

d. “And so according to B612, there’s no reason to panic. Asteroids are just part of the universe.”

8. Using text evidence, explain the damage a space rock could cause if it hit Earth. Then explain what scientists are doing to stop such an event from happening.

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Find the Evidence, p. 2


Name: ____________________________________________ Date: ________________

“Attack from Outer Space”February 2020

1. What are asteroids and meteoroids? (A)

2. When and where have space rocks hit Earth? (A)

3. What damage have space rocks caused? (A)

4. Could a space rock threaten Earth again? (both texts)

5. How do scientists find and track space rocks? (P)

6. What ideas do scientists have for responding to possible threats from space rocks? (P)

7. How do the scientists of B612 feel about space rocks? (P)

Directions: To synthesize means to combine parts from different sources. Answer the questions below to synthesize information from the article “Attack from Outer Space” (A) and “Planet Protectors” (P). We’ve indicated where you can find each answer.

Analyzing Two Texts: Synthesizing

Putting It All Together

Core Skills Workout

Write Now! Use your answers above to help you respond to the writing prompt at the bottom of page 25.

“Attack from Outer Space”February 2020

Text Structure/Problem and Solution

Name: ____________________________________________ Date: ________________

Space Rock SolutionsDirections: After reading “Attack from Outer Space” and “Planet Protectors,” fill in the boxes below to identify the problem and solution related to space rocks such as asteroids and meteoroids. Then write three details about each. We’ve provided some clues to help you.

Problem:

Skill Builder

(Hint: What happens when a space rock collides with Earth, like in the city of Chelyabinsk, Russia? Look at the opening section and at “Rocks from the Sky.”)

Detail 1: Detail 2: Detail 3:

Space rocks that enter Earth’s atmosphere get hotter and hotter until they explode.

Solution:

Detail 1: Detail 2: Detail 3:

NASA uses telescopes to search the sky for space rocks.


“Attack From Outer Space”February 2020Skill Builder–LL

Close Reading & Critical Thinking

Think About It!Close-Reading Questions: Read the articles “Attack From Outer Space” and “Planet Protectors.” Then go back and reread sections of the texts to answer the questions below. We’ve started the first two answers for you.

1. Based on the beginning of “Attack From Outer Space,” how did the people of Chelyabinsk know that something different was happening one morning in 2013?

_________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

2. The meteor didn’t hit Earth. So how were 1,500 people in Chelyabinsk injured?

____________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________


People knew that something different was happening because

The people in Chelyabinsk were injured by


Name: ____________________________________________ Date: ________________




3. According to “A Close Call,” how big was the 1908 meteoroid explosion in Tunguska? How do you know?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

4. Look at the first section of “We’re Not Alone.” Why do you think it’s “easy to forget” that we’re not alone in the universe?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Think About It! p. 2


Name: ____________________________________________ Date: ________________



5. In the article “Planet Protectors,” reread the section “Looking Both Ways.” Why aren’t space experts worried about a large asteroid coming toward us?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Critical-Thinking Question (a big question about both stories):

6. Could the Chelyabinsk fireball event have been prevented? Use evidence from both articles to support your answer.

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Think About It! p. 3


Name: ____________________________________________ Date: ________________

EARTH SCIENCE

Planet!Protect Our

Alexandria Villaseñor has the

same routine nearly every

Friday. She grabs a couple

of cardboard signs. Then she

takes the subway across New York

City. She spends most of the day

sitting on a bench outside the

headquarters of the United

Nations (U.N.). Inside, leaders

from countries around the world

gather to try to solve problems.

Week after week, Alexandria is

there to demand action on climate

change. That is the gradual change

in Earth’s average temperature and

weather patterns. Climate change

is affecting sea levels. It is also

leading to more-extreme weather

events.

Alexandria recently spoke with

Scholastic News. She explained

why she thinks kids should speak

out about the future of the planet.

Scholastic News: Why did you become a climate activist?Alexandria Villaseñor: I was

visiting family in California in

November 2018. A wildfire broke

out in the town of Paradise. The

fire was more than 100 miles Co

ver:

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WORDS TO KNOWfossil fuels noun, plural. coal, oil, and natural gas formed from the remains of prehistoric plants and animals

renewable energy noun. energy from a natural source, such as wind or sunlight, that will never run out

GO ONLINE! Alexandria Villaseñor is speaking

out about the future of the planet—and she’s not alone.

Throughout history, Earth’s

temperature has changed

naturally. But most scientists

agree that our use of fossil fuels is playing a big role in the

current global warm-up (see “The

Greenhouse Effect”).

Alexandria, age 14, and other

young activists are calling on

world leaders to battle climate

change. Alexandria was inspired

by a teen from Sweden named

Greta Thunberg. Her Fridays for

Future protests have spread to

other countries. Last September,

Alexandria helped plan a protest

march in New York City. Tens of

thousands of kids and teens filled

the city’s streets.

Learn more about the effects

of climate change.

As You Read, Think About: Why might young people like Alexandria be so concerned about climate change?

2

©2020 Scholastic Inc. All rights reserved.

Planet!Protect Oursun

Earth

greenhouse gases

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away. But we still ended up getting

a lot of the smoke. It inflamed my

asthma. (This medical condition

can make breathing difficult.)

That made me want to research

why these fires were happening.

I started to see the connection

between wildfires and climate

change. That made me want to get

involved.

SN: Tell us about your Fridays for Future protests at the U.N.AV: When I first started striking,

I was alone for many weeks. But

then more students started to

join me. What’s really incredible

is more students are getting

involved. They’re making their

voices heard. And the movement

is growing internationally, which

is so important.

SN: What do you hope to achieve? AV: We want to see world

leaders take steps to get us off

of fossil fuels and transition to

renewable energy. Every protest

is continuing to put pressure on

them to take action to protect my

generation’s future.

SN: How have your classmates reacted to your activism?AV: Even if they aren’t protesting

every Friday, they’re starting to

get involved in activism in their

own ways. For example, I have a

friend who ran for student body

president. She had a plan to

make lunchtime zero waste and

eliminate plastics. Seeing how

their mindset is changing is really

inspiring for me.

—Interview by Alessandra Potenza

Alexandria

has held her

Friday climate

protests in

nearly every

type of weather.

The process that keeps Earth warm enough for us to live here is called the greenhouse effect. The problem, scientists say, is that we’re producing too much of the greenhouse gases, like carbon dioxide, that trap heat in the atmosphere. Here’s how it works.

1. Energy from the sun provides Earth with light and heat.

2. Clouds and Earth’s surface reflect about 30 percent of that energy back toward space.

3. Greenhouse gases trap some of that reflected energy in the atmosphere, warming the planet further.

4. People burn fossil fuels to power cars, homes, and businesses. That releases more greenhouse gases into the air.

5. Even more heat is trapped in the atmosphere, causing temperatures on Earth to rise.

The Greenhouse Effect

Note: The interview was edited and condensed by the editors of Scholastic News.

To be used with the April 13, 2020, issue

Name: ___________________________________________

scholastic.com/sn56

Name: ___________________________________________

Close-Reading Questions

1. What is climate change? Why does it matter?

2. How are fossil fuels different from renewable energy sources?

3. According to the sidebar “The Greenhouse Effect,” how do more greenhouse gases in the atmosphere affect the environment?

Refer to “Protect Our Planet!” to respond to the questions below. Reread the article to find details that support your answers. Remember to write in complete sentences.

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I t’s June 30, 1520. A battle breaks

out in the capital of a great

empire. The Aztec ruler,

Montezuma II, is found dead.

Aztec warriors chase Spanish

invaders from their biggest city.

Its name is Tenochtitlán

(tay-nawch-teet-LAHN).

The fleeing Spanish carry gold

bars they stole from the Aztecs.

Some soldiers drop the gold as

they try to escape through the

city’s canals. Others are weighed

down by the loot. They fall into the

water and drown. To the Spanish,

that night becomes known as La

A gold bar found in Mexico once belonged to a mighty ancient empire.

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WORLD HISTORY

Noche Triste, or “the Sad Night.”

It’s now nearly 500 years later.

Researchers have determined

that a gold bar discovered in

Mexico was part of the treasure

lost that night.

A Great Empire The Aztecs were a wandering

people. They settled in what is

now central Mexico beginning in

the late 13th century. They built a

powerful civilization that thrived

for about 200 years.

“There were several million

Aztecs,” says Michael Smith.

He’s an archaeology professor at

Arizona State University. “They had

a large, complex society.”

The Aztecs built vast temples

and palaces. They also developed

advanced methods of farming and

created a writing system using

symbols. Aztec kids went to school

and studied history, art, and music.

Tenochtitlán was the center of

the empire. The city was on an

island in a lake. It had canals for

streets.

As You Read, Think About: Why do experts think the gold bar is

such an important artifact?

The Aztec gold bar

measures about 10 inches.

It’s twice as long as it’s

shown in this photo.

DID YOU KNOW?

2 SCHOLASTIC NEWS EDITION 5/6

MEXICO

BELIZE

MexicoCity

GUATEMALA HONDURAS

NICARAGUAEL SALVADOR

C E N T R A L A M E R I C A

PACIFICOCEAN

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Tenochtitlán

C E N T R A L A M E R I C A

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nenw

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Surprise Visitors In 1519, the Aztec Empire

was at the peak of its power.

Conquistadors, or conquerors

from Spain, arrived that year.

They were led by Hernán Cortés

(ehr-NAN kor-TEZ). Montezuma

II was uncertain about the

visitors. Still, he invited them to

stay in his palace. The Spaniards

weren’t very good guests, though.

For one thing, they began

stealing Aztec jewelry.

“They wanted gold that they

could carry back to Spain,” says

Smith. “They had metalworkers

melt down a lot of the jewelry

and form it into gold bars.”

Soon the relationship

grew sour. The Spanish took

Montezuma II prisoner.

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WORDS TO KNOWcanals noun, plural. human-made waterways used for transportation or for irrigation of land

civilization noun. a highly developed and organized society

Historians aren’t sure exactly who

killed him on June 30, 1520. Yet

they agree that his death was the

beginning of the end of the Aztec

Empire. Cortés and his army left

Tenochtitlán that night. But they

returned about a year later. They

soon conquered the Aztecs and

established a new colony.

A Golden Clue In 1981, a construction worker

was digging at the site of a new

bank in Mexico City. He pulled

something unexpected from the

mud. It was a gold bar weighing

about 4 pounds.

Now, nearly 40 years later,

experts have figured out where

the bar came from. They

confirmed that it is stolen Aztec

treasure dropped by the Spanish

soldiers.

The bar was found in what

had been a canal that the soldiers

used to escape. Experts analyzed

the gold with a special type of

X-ray. Then they matched it with

other gold Aztec artifacts from

that time period.

Smith says the gold bar is the

first real evidence of the events of

La Noche Triste. Plus, he says, it’s

a connection to one of the great

ancient civilizations.

—by Natalie Smith

Learn more about the Aztec

Empire.

GO ONLINE!

Use details from the map to describe the area the Aztec Empire covered.

Today, the ruins of the Aztec capital, Tenochtitlán, are buried deep beneath Mexico City.

A Fallen Empire

©2020 Scholastic Inc. All rights reserved.

To be used with the March 30, 2020, issue

Name: ___________________________________________

scholastic.com/sn56

Name: ___________________________________________

Close-Reading Questions

1. What were some achievements of the Aztecs?

2. How did the relationship between Montezuma II and Hernán Cortés change?

3. What is the section “A Golden Clue” mostly about?

Refer to “Lost Treasure” to respond to the questions below. Reread the article to find details that support your answers. Remember to write in complete sentences.

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28 Writer’s Choice: Grammar Practice Workbook, Grade 6, Unit 14

■ A. Identifying Prepositions

Underline the prepositions in each sentence.

1. All the power failed during the storm.

2. We found some candles in the drawer.

3. My brother Jan hid beneath his bed.

4. The whole house was dark except this room.

5. Shadows fell across the wall.

6. We were safe inside the basement.

■ B. Identifying Prepositions and Their Objects

Underline each prepositional phrase once. Underline the object of the prepositiontwice.

1. Jan was still asleep under his blanket.

2. The sun rose over the trees.

3. We walked into our yard.

4. Underneath the porch, our dog hid quietly.

5. The river had risen over its banks.

6. Water poured down our drive.

Name ...................................................................................... Class .................................................. Date ................................

Grammar Practice

14.1–2 Prepositions and Prepositional Phrases

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A preposition relates a noun or pronounto some other word in a sentence.

We saw them by the theater.

A preposition can be more than one word.

I sat across from Tom.

The object of the preposition is the nounor pronoun following the preposition. Aprepositional phrase begins with thepreposition and usually ends with its object.

Marge grows tomatoes in her garden.

A preposition can have a compound object.

Marge gave tomatoes to her grand-parents and her aunt.

A sentence can have more than one prepo-sitional phrase. A prepositional phrase canappear anywhere in a sentence.

Marge grows tomatoes in her gardenbehind the house.In her garden behind the house,Marge grows tomatoes.

Key Information


■ A. Identifying Conjunctions

Underline each conjunction. Write whether it forms a compound subject, compoundpredicate, or compound sentence.

1. Have you seen or read about the Grand Canyon? ________________________________

2. José and Roberta are my best friends. _________________________________________

3. Rinji looked for the book, but he couldn’t find it. ________________________________

4. The Mississippi River and the Red Sea are huge bodies of water. ____________________

5. Atsuko set the table, and Suzie welcomed their guests. ____________________________

6. Perry played baseball but felt tired afterwards. __________________________________

■ B. Identifying Interjections

Underline each interjection in the sentences below.

1. Hey! I know that guy.

2. Well, if you say so.

3. All right! I passed my history test.

4. We won. Hooray!

5. Oh, no! I can’t possibly do that.

Name ...................................................................................... Class .................................................. Date ................................

Grammar Practice

14.6–7 Conjunctions and Interjections

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A conjunction is a word that connects words or groups of words in a sentence. The wordsand, but, and or are coordinating conjunctions. Use and, but, and or to form compoundsubjects, compound predicates, and compound sentences.

Mary and I are both students.We can study at school or go to the library.I stayed at school, but Mary went to the library.

Pairs of conjunctions such as either, or; neither, nor; and both, and are correlative conjunctions.

Both Mary and I are students.

An interjection is a word or group of words that expresses strong feeling. When the interjection expresses very strong feeling, it is followed by an exclamation mark.

Hurry! The train is leaving now.Hey, that’s mine.

Key Information

Writer’s Choice: Grammar Practice Workbook, Grade 6, Unit 15 33

Name ...................................................................................... Class .................................................. Date ................................

■ Identifying Subject and Verb Agreement

Underline the correct form of the verb in parentheses.

1. Moira always (finish, finishes) her homework before dinner.

2. The town clock (strike, strikes) on the hour.

3. My baby brother (say, says) “dada” and “mama.”

4. The restaurants (open, opens) early on Saturdays.

5. Anthropologists (study, studies) human beings.

6. Zimbabwe (is, are) a country in Africa.

7. Trees (cover, covers) much of this land.

8. Heavy storms (cause, causes) the roads to wash out.

9. In the morning, birds (sing, sings) outside my window.

10. Josephina (play, plays) trumpet in the school band.

11. (Are, Is) you ready, Ginny?

12. All of the rides (am, are) closed today.

13. Each of the crayons (has been, have been) sharpened.

14. (Was, Were) you frightened, Tony?

15. My brother and I (is, am, are) going to the Ice Capades.

Grammar Practice

15.1 Making Subjects and Verbs Agree

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A subject and its verb must agree in number. A singular noun subject takes asingular verb, and a plural noun subject takes a plural verb.

This song sounds silly. (singular) These songs sound silly. (plural)

A subject pronoun and its verb must also agree. Add an -s ending to verbs for the presenttense of she, he, and it.

I pretend. She pretends.

The irregular verbs be, do, and have must agree with the subject whether they are used asmain verbs or as helping verbs.

He is the best. (main verb) They are going too fast. (helping verb)I do too much. (main verb) She does write well. (helping verb)

Key Information


■ A. Choosing the Right Verb Form

Underline the correct form of the verb in parentheses.

1. Some of the students in this class (has, have) extra work to do.

2. The owls in the forest (hunt, hunts) by night.

3. Three workers on this project (work, works) harder than the rest.

4. Parts of this puzzle (has, have) been lost.

5. The road through these hills (wind, winds) treacherously.

6. A carload of kids (pass, passes) by.

■ B. Identifying Subjects and Verbs

Underline the subject in each sentence. Choose the correct form of the verb inparentheses, and write it in the space provided.

1. There (is, are) three new puppies at the pet store. ________________________________

2. Here (is, are) your new books. _______________________________________________

3. There (was, were) a quiz in math today. _______________________________________

4. There (was, were) twelve questions on the quiz. _________________________________

5. Here (is, are) my answer to that question. ______________________________________

6. There (is, are) two correct answers to that question. ______________________________

Name ...................................................................................... Class .................................................. Date ................................

Grammar Practice

15.2 Problems with Locating the Subject

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If a prepositional phrase appears between the subject and the verb in a sentence, make surethe verb agrees with the subject of the sentence and not with the object of the preposition.

The bird in the branches sings loudly.The birds on that branch sing loudly.

Sentences that begin with here or there can fool you. Note that here or there is never thesubject of the sentence. The subject will fall after the verb.

Here at the mall is my favorite shop.

(Shop is the subject. Read it as My favorite shop is here at the mall.)

Key Information


Name ...................................................................................... Class .................................................. Date ................................

■ A. Capitalizing Sentences and Quotations

Rewrite each sentence. Correct any errors in capitalization and quotations in the sentences. If the sentence is correct, write correct.

1. last night, Gerry and I talked about the school play. ______________________________

_______________________________________________________________________

2. Gerry said that he was going to try out for the lead role. __________________________

_______________________________________________________________________

3. “if I can learn all the lines,” He said, “Ms. Rogers will let me be Peter Pan.” ____________

_______________________________________________________________________

4. “I will help you learn your lines,” I said, “if you’ll help me with mine.” _______________

_______________________________________________________________________

5. he handed me a copy of the play and said, “which part do you want to try for?”________

_______________________________________________________________________

6. “Well,” I answered, “If you’re going to be Peter, I guess I’ll be Hook.”_________________

_______________________________________________________________________

■ B. Capitalizing Sentences, Quotations, and Salutations

On a separate sheet of paper, write a short, informal letter to your teacher, describing aconversation you recently had with a parent or other relative. Use quotations to tellwhat each of you had to say. Include a salutation and closing.

Grammar Practice

18.1 Capitalizing Sentences, Quotations, and Salutations

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Use a capital letter to begin a sentence or adirect quotation if the quotation is a com-plete sentence.

Maria whispered, “Don’t go in there.”

If the quotation is interrupted by explana-tory words, don’t capitalize the first word inthe second part of the quotation unlessthat part begins another sentence.

“Don’t,” Maria whispered, “go inthere.”

“Don’t go in there,” Maria whispered. “It’stoo dangerous.”

Do not use a capital letter for an indirect quotation.

Maria whispered that we shouldn’t goin there.

Always capitalize the first word in the salu-tation and in the closing of a letter.

Dear Mr. Monroe: Yours truly,

Key Information


■ A. Using Commas in a Series and After an Introductory Word

Place commas where they are needed in these sentences.

1. Mary George and Flora rode the bus to school each day.

2. Mary always read a book wrote a letter or told stories on the way.

3. George and Flora studied history math and science together.

4. Do you think other students were disturbed bothered or annoyed by Flora?

5. No they were busy with their own work.

6. When they got to school, the students went to English class math class and history class.

■ B. Using Commas Correctly

Add commas where necessary in the following paragraph.

Henry Tom Renata and Julio like to play music together. Renata has a piano.Henry Tom and Julio bring pots wooden spoons plastic tubes a triangle a rain-maker or whatever they want to Renata’s house. Renata dances sings and playsmelody on the piano. Henry Tom and Julio play accompanying percussion. Wellsometimes they even record their music on a tape recorder. Sometimes they listento their tape rework parts they don’t like and record again.

Name ...................................................................................... Class .................................................. Date ................................

Grammar Practice

19.2 Using Commas I-A

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Use a comma to signal a pause or separation between parts of a sentence. If a sentence con-tains three or more items in a series, separate the items with commas.

Harold brought his hamster, his turtle, and his tarantula to school. [a series of nouns] The hamster slept, ate a carrot stick, and then ran around in its exercise wheel. [a seriesof verbs]

Use a comma to show a pause after an introductory word.

Yes, the tarantula was a little scary.Well, I guess it was okay to bring the tarantula.

Key Information


Name ...................................................................................... Class .................................................. Date ................................

■ Using Commas with Prepositional Phrases, Interruptions, and DirectAddress

Insert commas where they are needed in the following sentences. If a sentence is correct, write correct.

1. With a cry of relief he fell into his friend’s arms._________________________________

2. A vast array of life lives in the ocean. __________________________________________

3. Ms. Francis left for another school. ___________________________________________

4. At the beginning of the game I was uncertain of my role.__________________________

5. Because of circumstances beyond our control we were unable to compete. ____________

6. My problem of course was that I had forgotten all about the test. ___________________

7. On the count of three everyone took off._______________________________________

8. Will you be coming with us Frank? ___________________________________________

9. After driving all this way without a problem we found the gates closed. ______________

10. Before six o’clock in the morning we had to be ready to leave. ______________________

11. Peter are you going to finish your dinner? ______________________________________

12. After the game against the champs the coach congratulated each of us._______________

13. With a nod of his head he rose up the chimney. _________________________________

14. Excuse me Ms. Peterson but is this right? ______________________________________

15. On the day before the test Stu reviewed his notes.________________________________

Grammar Practice

19.2 Using Commas I-B

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Use a comma after two or more prepositional phrases at the beginning of a sentence. Youneed not use a comma after a single prepositional phrase, but it is not incorrect to do so.

At the sound of the starting gun, the racers set off. [two prepositional phrases]From the start I knew who would win. [one prepositional phrase]

Use commas to mark interruptions in a sentence.

Maria, without a doubt, was the fastest runner.Kevin was, of course, surprised to come in second.

If you use a name in direct address, use commas to set the name off from the rest of thesentence.

Tell me, Fred, about your vacation.Hiram, did you go anywhere?

Key Information


■ Using Commas with Compound Sentences

Rewrite the following sentences, adding commas as needed. If the sentence is correct,write correct.

1. I looked in the closet and in the basement for my catcher’s mitt. ____________________

_______________________________________________________________________

2. Louis rode bareback for a while but later he switched to an English saddle.____________

_______________________________________________________________________

3. Everyone looked up but they soon turned back to the game. _______________________

_______________________________________________________________________

4. The weather had begun to change or I was coming down with a cold.________________

_______________________________________________________________________

5. All the new players had new sneakers but the rest of us still played better. _____________

_______________________________________________________________________

6. This book is not too long and it is very exciting. _________________________________

_______________________________________________________________________

7. Have you ever been fishing in a lake or ocean? __________________________________

_______________________________________________________________________

8. Kellen stood up and walked quickly away but Steve stayed put. _____________________

_______________________________________________________________________

9. Does Harold always borrow your book or does he have his own?____________________

_______________________________________________________________________

10. I let go of the line and the kite sailed away. _____________________________________

_______________________________________________________________________

Name ...................................................................................... Class .................................................. Date ................................

Grammar Practice

19.3 Using Commas II-A

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Use a comma before and, or, or but when they join simple sentences to form a compound sentence.

Joseph Caulfield won the spelling bee, and he had the best grades in the school.Joseph reads at the library most weekends, or he writes at his computer.Joseph works hard, but he also plays soccer every other day.

Key Information


Name ...................................................................................... Class .................................................. Date ................................

■ A. Punctuating Titles

Add quotation marks or underlining (for italics) where appropriate in the followingsentences. The type of title is identified in parentheses.

1. I looked everywhere for a copy of My Dinner with André (film).

2. Mary mentioned that The Blue Hotel (short story) was her favorite story.

3. Have you heard No Matter Where (song) yet?

4. The lead story this morning was Mayor Wins Reelection (newspaper story).

5. Do you still watch reruns of Leave It to Beaver (television show)?

6. The assignment for the week was to read The Door into Time (book).

■ B. Using Quotation Marks

Add quotation marks, commas, and punctuation where needed in the sentences below.If the sentence is correct, write correct.

1. Katherine said she was feeling a bit ill today. _______________

2. Her mother asked Do you need to stay home from school _______________

3. I don’t think so Katherine replied There’s a quiz I can’t miss _______________

4. Well said her mom if you start to feel worse, have the nurse call me _______________

5. Katherine assured her that she would. _______________

6. Ms. Romano, Katherine’s teacher, said You look a bit pale, Katherine _______________

Grammar Practice

19.6 Using Quotation Marks and Italics

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Place quotation marks before and after a direct quotation.

“Ghana is located on the southwest coast of Africa,” Chan explained.

Separate a phrase such as he added from the quotation with a comma. The comma appearsoutside opening quotation marks but inside closing quotation marks.

“It covers about 92,000 square miles,” he said, “which is roughly the size of Oregon.”

Use quotation marks for the title of a short story, essay, poem, song, magazine or newspaperarticle, or book chapter.

“My Last Duchess” [poem] “Battle Hymn of the Republic” [song] “Punctuation” [book chapter]

Italics (underlining) should be used for the title of a book, play, film, television series, maga-zine, or newspaper.

The Empire Strikes Back [film] Washington Post [newspaper] Life [magazine]

Key Information


■ A. Choosing the Correct Word

Underline the correct word in parentheses.

1. Omar likes every vegetable (accept, except) squash.

2. Have you finished your dinner (all ready, already)?

3. Mallory thought the soup was (all together, altogether) too hot.

4. (Besides, Beside) the roast beef, was there anything else you liked?

5. After dinner, I decided to (lay, lie) down for a while.

6. Maybe Mom can (teach, learn) me how to make an apple pie.

7. Do you think the coach will (let, leave) us go with the team?

8. Jackie’s jacket was too (lose, loose) on me.

■ B. Identifying the Correct Word

If the word in italics is incorrect, write the correct word. If the word is correct,write correct.

1. Nancy put the cereal away between the soup cans, the vegetables, and the juice. ________

2. The dog buried its bone in the backyard._______________________________________

3. My younger brother is taller then yours. _______________________________________

4. Muriel thinks they’re team is better. ___________________________________________

5. That’s to heavy for me to carry. ______________________________________________

Name ...................................................................................... Class .................................................. Date ................................

Grammar Practice

16.1–2 Using Troublesome Words

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Some words confuse people because they are very similar to other words or because they areoften misused. Here are some examples:

accept and except

We accept (take or receive) everything except (other than) the peas.

lay and lie

She told us to lay (put or place) our books there and go lie (recline) down.

set and sit

Please set (place or put) the book on the table and sit (be seated) down.

to, too, and two

I sent the letter to (direction toward) Caroline two (number) days ago, but I used too(excessively) many stamps.

Key Information

Copyright © 2013 Tenacious Teacher 130

Name ____________________________

Derivational Relations 20: Word Meanings

Word Definition erupt to suddenly break through or explode rupture a break, tear, or split; to open or burst abrupt sudden and unexpected disrupt to interrupt and cause disorder corrupt dishonest to achieve personal gain; without morals bankrupt lose all your money and property by legal judgment interruption the act of interrupting subtract to take away, have less of contract formal agreement usually written distract to take away the attention from something else

traction the amount of friction a tire (or possibly other object) has on a surface

attraction drawn to someone or something; a place people want to visit

extract to remove or take out

tractor a heavy machine that is used in construction or farming to pull an implement

remote a far away location; distant

promotion the act of advancing to the next level of something (e.g., a job, grade level)

demote to go down a level of something (e.g., a job, grade level)

promote to advance to the next level of something (e.g., a job, grade level)

emotion feelings motivate to provide incentive motor engine


Name ____________________________

Derivational Relations 20: Definition Word Sort

Cut apart. Match the word with the definition.

erupt dishonest to achieve personal gain; without morals

rupture to take away, have less of

abrupt formal agreement usually written

disrupt drawn to someone or something; a place people want to visit

corrupt to take away the attention from something else

bankrupt engine

interruption to provide incentive

subtract the act of advancing to the next level of something (e.g., a job, grade level)

contract a heavy machine that is used in construction or farming to pull an implement

distract sudden and unexpected

traction to interrupt and cause disorder


attraction a far away location; distant

extract feelings

tractor lose all your money and property by legal judgment

remote a break, tear, or split; to open or burst

promotion the amount of friction a tire (or possibly other object) has on a surface

demote to go down a level of something (e.g., a job, grade level)

promote to advance to the next level of something (e.g., a job, grade level)

emotion to suddenly break through or explode

motivate to remove or take out

motor the act of interrupting


Name ____________________________

Derivational Relations 20: Using Words in Context

Latin Root Meaning rupt to break tract to draw out, to pull mot to move

erupt rupture abrupt disrupt corrupt bankrupt

interruption subtract contract distract traction attraction

extract tractor remote promotion demote promote

emotion motivate motor

Complete each sentence with a word from the word bank. 1. We rented a vacation house in a _____________________

location so that we could have peace and quiet.

2. The end of the play was unexpected and ___________________.

3. If you _______________________ twenty from fifty you

get thirty.

4. President Grant’s administration was ______________________.

5. The dentist will _____________________ the boy’s tooth.

6. The sergeant did not want to ______________________ the

soldier, but he had no choice.

7. The volcano is about to ______________________.

8. The _______________________ in my car needs repair.


9. Mr. Smith did not appreciate the _____________________ while

he was talking.

10. Angelique was lucky her appendix didn’t ____________________.

11. My dad signed a _______________________ to buy a new house.

12. My mom earned a _______________________ at work.

13. I did not want to _______________________ the conversation

so I keep silent.

14. We couldn’t wait to try the new ______________________ at

the amusement park because we love roller coasters.

15. Unfortunately the company went _______________________.

16. The army will ___________________ my sister to the next rank.

17. You will need more _____________________ if you want to

get that car out of the snow bank.

18. The mother was filled with ______________________ when

she saw her son for the first time since he joined the navy.

19. The farmer used a _______________________ to pull the heavy

farm implement.

20. The school wanted to _______________________ the students

by holding a spirit assembly.

21. Don’t ____________________ your brother from his homework.


Think of other words not on your list that have the same Latin roots. List them in the chart.

rupt tract mot

Choose 5 words from the word bank. Write each word in a sentence. 1. ___________________________________________________

___________________________________________________

2. ___________________________________________________

___________________________________________________

3. ___________________________________________________

___________________________________________________

4. ___________________________________________________

___________________________________________________

5. ___________________________________________________

___________________________________________________

Connect Two Extra Challenge: Choose 2 words from the word bank and connect them together in 1 sentence. _____________________________________________________

_____________________________________________________

Vocabulary Words: Week 20

Copyright:Out of This World Literacy (Jen Bengel)

BASIC WORDS: Tier 1 CONTEXT WORDS: Tier 2 COMMON WORDS: Tier 1

69

unavoidable: not able to prevent or ignore a situation or a person

menacing: to suggest the presence of danger or a threat

tirelessly: to work almost nonstop with great effort and energy

blindsided: to not expect something is about to happen, unexpected

breadwinner: a person who earns money for his/her family

uncertain: not able to be relied on, not confident of what is to come

empathetic: showing the ability to understand and share the feeling of others

taxing: something or someone that is physically or mentally demanding

aid: to offer assistance and help to others

rallied: to come together in support of something, someone, or a good cause

stave: to hold off for a while, to keep away

flee: to run away from a situation of danger or to escape a bad place

riddled: to fill someone or something with unpleasant or undesirable things

implored: to beg desperately for something

Associating Words: Week 20


Name:________________________________________Date:__________________

Directions: Think carefully about your vocabulary words. Write the correct letter from each statement next to the word that makes the most sense.

1.  implored

2.  menacing

3.  rallied

4.  unavoidable

5.  flee

6.  tirelessly

7.  riddled

8.  breadwinner

9.  empathetic

10.  blindsided

11.  aid

12.  uncertain

13.  stave

14.  taxing

A.  Fatima walked through a neighborhood that felt dangerous.

B.  My mom had an important job that supported our family.

C.  The test was very mentally demanding for all the students.

D.  We kept the bully away from us as long as we could.

E.  Karli begged and begged and begged for a phone.

F.  On Monday our class was given homework in every subject and we felt filled with unpleasant work.

G.  The older kids offered to help the little kids tie their shoes.

H.  When the tree started on fire we all ran away as fast as we could.

I.  My mom was not confident that if we got a dog I would help take care of him.

J.  My grandma worked almost nonstop her entire life.

K.  We all came together to support my neighbor who just lost her job.

L.  Hashim could understand how Giovani felt because he too had a hard time speaking English.

M.  Ira never saw the ball coming towards his face and did not expect to get hit.

N.  No one could prevent the damage from the tornado.

WEEK 20: DAY 2 72

Vocabulary in My Life: Week 20


Name:________________________________________Date:__________________

Directions: Think about all of the questions below. Use your own words to answer each one.

1. What are some taxing things you’ve had to do this week?

2. Describe something your home is riddled with.

3. What is something you work tirelessly at? Why?

4. Describe how you have come to someone’s aid this week.

5. Describe something that is unavoidable in life. Tell me why.

6. What do you wish you could stave off in your life? Why?

WEEK 20: DAY 3 73

blindsided menacing unavoidable breadwinner stave implored aid

rallied taxing empathetic uncertain riddled tirelessly flee

Word Relationships: Week 20


Name:________________________________________Date:__________________

Directions: Think about the different events in the statements below. Answer each one in your own words. Be sure to give all of the reasons you have for each answer.

Would you rather stave off doing homework or hanging with friends? Why?

Would you rather come to someone’s aid or stand by while others help? Why?

Would you rather be empathetic or always right? Why?

Would you rather flee from school or the dentist? Tell me why.

_________________________________

_________________________________

_________________________________

_________________________________

_____________________________

____________________________

____________________________

_________________________________

_________________________________

_________________________________

_________________________________

________________________

________________________

__________________________

_________________________________

_____________________________

_____________________________

_____________________________

______________________________

______________________________

____________________________

_________________________________

___________________________

___________________________

____________________________

_____________________________

______________________________

_____________________________

WEEK 20: DAY 4 74


Sentence Stems: Week 20

Name:________________________________________Date:__________________

Directions: Use what you know about each vocabulary word to finish these sentences. Use each vocabulary word one time as you complete each sentence.

1. It was unavoidable that .

2. Mccoy was blindsided by .

3. Martin was empathetic when .

4. They rallied together when .

5. Muhamed worked tirelessly to .

6. Quinten was uncertain about .

7. We had to flee from because .

8. Ryden offered aid to because .

9. Our classroom is riddled with .

10. Our teacher implored us to .

11. There was a menacing danger when .

12. I want to be the breadwinner because .

13. The test was taxing because .

14. Ashton had to stave off when .194

blindsided menacing unavoidable breadwinner stave implored aid

rallied taxing empathetic uncertain riddled tirelessly flee

Mentor Sentence #6: Quotations

The Memory StringBy Eve Bunting

Amazon.com says:• Each button on Laura’s memory string

represents a piece of her family history. The buttons Laura cherishes the most belonged to her mother—a button from her prom dress, a white one off her wedding dress, and a single small button from the nightgown she was wearing on the day she died. When the string breaks, Laura’s new stepmother, Jane, is there to comfort Laura and search for a missing button, just as Laura’s mother would have done. But it’s not the same—Jane isn’t Mom.

Mentor Sentence #6:Quotations

• Day One:– Students may notice:

*Nouns – button, dress, Whiskers

*Proper Nouns – Mom’s, Whiskers

*Verbs – came, told

*Adjectives – Mom’s, prom, this

*Pronouns – she

*Possessive noun – Mom’s

*Quotation marks – tag at the end of it , comma to separate

• Day Two: New Sentence

• “And I’ll help you restring them,” Jane said. – Students may notice:

*Proper Noun – Jane

*Verbs –restring, said

*Quotation marks – tag at the end of it, comma to separate

• Day Three:– Students may write:

*”The last button is still missing,” Laura said.

*”Whiskers is a bad cat,” Dad said.

*”Thank you for your help,” Laura said.

• Day Four:– Suggested lesson:

*Have students copy out sentences they find in their own books that include quotation marks.

*Have them glue down elbow macaroni to cover the quotation marks, this will give them a bigger visual to focus on.

*Can they change the sentence up to where the tag is at the beginning? Where would the quotation marks be now?

“This button came from Mom’s prom dress,” she told Whiskers.

The Memory String


The Memory String


The Memory String


The Memory String


The Memory String


The Memory String


1. Use your proofreading marks to correct the errors in the sentence below, and then rewrite it correctly on the lines provided.

this button come from moms prom dress” she told Whiskers.

2. Where should the missing quotation mark be placed in this sentence?

“Let’s look for them together, Jane said.

A. Before said

B. After them

C. Before the comma

D. After the comma

3. Place the quotation marks where they belong

A. Yoww! warned Whiskers.

B. She’ll never know the difference, Dad said.

C. This was the button from Grandma’s spelling bee, Laura said.

D. I found it! shouted Jane.

4. Why are quotation marks used in a sentence?

5. Write your own sentence that includes quotation marks.


Name _____________ Date __________ Time___:___

PAGES BY LONG CREATIONS

DRAW A PICTURE OF THE PEOPLE YOU ARE SOCIAL DISTANCING WITH HERE

YOU ARE LIVING THROUGH HISTORY RIGHT NOW


I AM

I WEIGH

I STAND

SHOE SIZE

MY FAVOURITES

DATE:


HOW MY FACE LOOKS

1 2 3




DEAR,

LOVE,


INTERVIEW YOUR PARENTS

1.

2.

3.HOW

ARE Y

OU FE

ELING

?


DEAR,

LOVE,


Documents

Classroom Connection · Classroom Connection Reading Don’t forget to highlight clues and right there answers that are in each reading passage to help you come up with your answers