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ANSWER KEY Grammar
Level 5
Lexia Skill Builders®UK
pag
e 1
G
ram
mar
Leve
l 5N
ame:
Lex
ia S
kill
Bui
lder
s®
UK
A. A
pro
no
un
re
pla
ces
a n
ou
n in
a s
en
ten
ce. A
po
sse
ssiv
e p
ron
ou
n s
ho
ws
ow
ne
rsh
ip.
Abso
lute
Poss
ess
ive P
ronouns
min
eyo
urs
his
hers
ours
theirs
Un
de
rlin
e th
e co
rre
ct p
oss
ess
ive
pro
no
un
th
at c
om
ple
tes
the
sen
ten
ce. D
raw
an
arr
ow
to
th
e n
ou
n o
r
pro
no
un
th
at h
as o
wn
ers
hip
.
1.M
arla
could
not
find a
ny
keys
. I gav
e h
er
( m
ine /
hers
).
2.The fam
ily o
f te
n s
har
ed a
tin
y co
ttag
e. At
leas
t it w
as (
min
e /
theirs
).
3.W
e b
uilt
a s
ola
r-pow
ere
d m
odel ca
r. W
e w
ere
pro
ud o
f w
hat
was
( y
ours
/ o
urs
).
4.The S
miths
hav
e a
beau
tifu
l gar
den. I w
ant
one lik
e (
ours
/ t
heirs
).
5.As
soon a
s yo
u g
et
upst
airs
, ple
ase p
ick
up t
he c
loth
es
that
are
( y
ours
/ m
ine )
.
6.The t
win
s sh
ared a
room
although J
enny
alw
ays
thought
of it a
s (
hers
/ h
is )
.
Po
sse
ssiv
e p
ron
ou
ns
fun
ctio
n a
s ad
ject
ive
s. T
hey
de
scri
be
ow
ne
rsh
ip a
nd
an
swe
r w
hic
h o
ne
or
wh
ose
. Th
ey c
om
e b
efo
re a
no
un
or
ano
the
r ad
ject
ive.
Un
de
rlin
e th
e co
rre
ct p
ron
ou
n a
ctin
g a
s an
ad
ject
ive,
an
d d
raw
an
arr
ow
to
th
e n
ou
n it
is d
esc
rib
ing
.
Poss
ess
ive P
ronouns
as
Adje
ctiv
es
my
your
his
its
her
their
Un
de
rlin
e th
e co
rre
ct p
oss
ess
ive
pro
no
un
th
at c
om
ple
tes
the
sen
ten
ce. D
raw
an
arr
ow
to
th
e n
ou
n o
r
pro
no
un
th
at h
as o
wn
ers
hip
.
7.The p
hoto
gra
pher
snap
ped p
ictu
res
on (
its
/ h
er
) ca
mera
.
8.The h
ote
l in
whic
h w
e s
taye
d w
as d
irty
, an
d (
our
/ her
) holid
ay w
as a
disas
ter.
9.I gav
e y
ou t
he c
herr
y lo
llipop b
eca
use
I k
now
it
is (
their /
your
) fa
vourite
fla
vor.
10.G
randpa
arrive
d h
om
e lat
e a
nd m
isse
d (
his /
its
) s
how
.
11.The Y
ear
8 p
upils
pre
par
ed for
( yo
ur
/ th
eir )
conce
rt.
12.The s
kunk
crept
under
the d
eck
. A s
tench
was
com
ing fro
m (
its
/ o
ur
) ta
il.
★ O
n th
e b
ack
, ch
ang
e th
e o
rder
of t
he
clau
ses
in s
ente
nce
s 5
an
d 6
usi
ng
co
rrec
t pu
nct
uat
ion
.
pag
e 2
G
ram
mar
Leve
l 5N
ame:
Lex
ia S
kill
Bui
lder
s®
UK
B. R
epla
ce t
he
un
der
lined
wo
rds
wit
h ei
ther
ab
solu
te p
oss
essi
ve p
ron
ou
ns
or p
oss
essi
ve p
ron
ou
ns
asa d
ject
ives
. Wri
te a
co
mp
lete
sen
ten
ce t
hat
an
swer
s th
e q
ues
tio
n.
1. Jo
hn’s a
nd Jeff’s s
kate
boar
ds
had
rust
ed o
ut
in the r
ain. W
hose
boar
ds
wer
e r
ust
y?
2. T
he m
an in fro
nt
of th
e lin
e t
ook
the s
eat
that
was
ass
igned t
o m
e. W
hose
seat
was
it?
3. C
arla
’s fold
er
was
rip
ped a
nd t
atte
red. W
hose
fold
er
was
rip
ped?
4. A
ll of us
on t
he t
eam
won a
silv
er
medal
. W
hose
medal
was
it?
5. M
r N
elson’s fin
al s
peech
was
short
but
effect
ive. W
hose
speech
was
short
?
6. W
heneve
r yo
u s
mile
, yo
u b
ring joy
to t
he r
oom
. W
hose
sm
ile is
it?
7. T
he n
eig
hbours
had
an u
nuse
d c
ar s
itting in t
he y
ard. W
hose
car
was
it?
8. T
he t
eac
her
love
d t
he e
ssay
you w
rote
on t
he h
isto
ry o
f th
e fla
g. W
hose
ess
ay w
as it?
9.W
e s
aw t
he b
ird’s g
loss
y, b
lack
feat
hers
. W
hose
feat
hers
were
glo
ssy?
★ O
n th
e b
ack
, lis
t 6 a
dje
ctiv
es f
rom
th
e se
nte
nce
s ab
ove
, alo
ng
wit
h t
he
no
un
s th
ey d
escr
ibe.
The
ir b
oard
s we
re r
usty
.
It w
as m
y sea
t.
Her
folder
was
rippe
d.
The
med
al w
as o
urs.
His
spe
ach
was
shor
t.
It is
your
sm
ile.
It w
as t
heir
car
.
It w
as y
our
essa
y.
Its
feat
hers
wer
e glos
sy.
This
mat
eria
l is
a co
mpo
nent
of L
exia
® P
ower
Up
Lite
racy
®.
© 2
020
Lexi
a Le
arni
ng, a
Ros
etta
Sto
ne c
ompa
ny.
Rep
rinte
d fo
r cla
ssro
om u
se o
nly.
All o
ther
righ
ts re
serv
ed. N
ot fo
r res
ale.
ANSWER KEY Grammar
Level 5
Lexia Skill Builders®UK
pag
e 4
G
ram
mar
Leve
l 5N
ame:
Lex
ia S
kill
Bui
lder
s®
UKNam
e:
D. A
rel
ativ
e cl
ause
is a
kin
d o
f dep
end
ent c
lau
se t
hat
beg
ins
wit
h a
rel
ativ
e p
ron
ou
n an
d d
escr
ibes
a
no
un
. A
rel
ativ
e cl
ause
an
swer
s th
e q
ues
tio
n w
hic
h o
ne?
Co
mb
ine
the
follo
win
g s
ente
nce
pai
rs in
to
on
e co
mp
lex
sen
ten
ce b
y u
sin
g a
rel
ativ
e p
ron
ou
n: t
hat
, wh
ich
, wh
o, w
ho
se, o
r w
ho
m.
Sente
nce
Pair
s
1. I
like the tea
cher
. The tea
cher
was
nic
e to m
e.
2. T
he b
oy
has
a g
reen h
at. The b
oy
is m
y bro
ther.
3. I
am
afrai
d o
f th
e d
og. The d
og b
it m
e.
4. T
he p
upils
stu
die
d h
ard. The p
upils
got
good g
rades.
5. L
ulu
is
pla
nting s
pring b
ulb
s. S
he thin
ks they
are
love
ly.
6. A
bab
y sm
iles.
A b
aby
is h
appy.
★ O
n th
e b
ack
, rew
rite
sen
ten
ces
5 a
nd
6. C
ho
ose
new
su
bje
cts
and
ch
ang
e th
e p
red
icat
es t
o p
ast t
ense
.
I li
ke t
he t
each
er w
ho w
as n
ice
to m
e.
The
boy
who
is
my
brot
her
has
a gr
een
hat.
I a
m a
fraid
of t
he d
og t
hat
bit
me.
The
pup
ils w
ho s
tudied
har
d go
t go
od g
rade
s.
Lulu is
plan
ting
spr
ing
bulbs
that
she
think
s ar
e lo
vely.
A b
aby
who
smile
s is
hap
py.
pag
e 3
G
ram
mar
Leve
l 5N
ame:
Lex
ia S
kill
Bui
lder
s®
UK
C. T
he
wo
rds
that
, wh
ich
, wh
o, w
ho
se, a
nd
wh
om
are
re
lati
ve p
ron
ou
ns.
Th
ey r
efe
r to
a n
ou
n in
a
sen
ten
ce. C
ircl
e th
e re
lati
ve p
ron
ou
ns
and
un
de
rlin
e th
e n
ou
ns
they
re
fer
to (t
he
ir a
nte
ced
en
ts).
H
int:
The
no
un c
om
es b
efo
re th
e p
rono
un.
1. W
e d
on’t k
now
the a
rtist
who p
ainte
d t
his p
ort
rait.
2. They
are h
ost
ing a
par
ty for
the c
om
pan
y, w
hic
h is
cele
bra
ting 5
0 y
ear
s of in
nova
tion.
3. They
are t
he d
oct
ors
whom
we inte
rvie
wed t
o lear
n a
bout
work
ing in a
hosp
ital
.
4. Je
ff w
ent
to t
he c
olle
ge t
hat
my
dad
att
ended.
5. M
aria
love
s film
s th
at s
how
case
hero
ines
from
histo
ry.
6. O
ur
chefs
use
diffe
rent
spic
es,
whic
h a
re liste
d, to
add a
worldly
feel to
the m
enu.
7. T
he c
attle t
hat
gra
zed o
n g
rass
had
few
er
diseas
es.
8. The p
upils
who u
sed t
ech
nolo
gy
for
lear
nin
g h
ad im
pro
ved s
core
s.
9. M
ay I s
peak
to t
he p
ers
on w
hom
I t
alke
d t
o las
t nig
ht?
10. Sh
e o
bse
rved t
he r
undow
n h
ouse
whose
shin
gle
s w
ere
splin
tere
d a
nd g
rey.
Wri
te s
ente
nce
s co
nta
inin
g r
elat
ive
pro
no
un
s u
sin
g t
he
sen
ten
ce s
tart
ers
bel
ow
.
11. T
he o
wner
whose
12. T
he d
og t
hat
13. T
he o
wner
of th
e d
og t
hat
14. T
he b
ehav
iour
of th
e d
og, w
hic
h
★ O
n th
e b
ack
, wri
te 4
sen
ten
ces
con
tain
ing
rel
ativ
e p
ron
ou
ns.
The
own
er w
hose
dog
bark
s we
nt h
ome.
The
dog
tha
t I w
ante
d wa
s so
ld.
The
own
er o
f th
e do
g th
at r
an a
way
is ill.
The
beh
avio
ur o
f th
e do
g, w
hich
I t
hink
is
just
fine
, bo
ther
ed m
y m
um.
This
mat
eria
l is
a co
mpo
nent
of L
exia
® P
ower
Up
Lite
racy
®.
© 2
020
Lexi
a Le
arni
ng, a
Ros
etta
Sto
ne c
ompa
ny.
Rep
rinte
d fo
r cla
ssro
om u
se o
nly.
All o
ther
righ
ts re
serv
ed. N
ot fo
r res
ale.
ANSWER KEY Grammar
Level 5
Lexia Skill Builders®UK
pag
e 6
G
ram
mar
Leve
l 5N
ame:
Lex
ia S
kill
Bui
lder
s®
UKNam
e:
F. C
om
bin
e ea
ch o
f th
e fo
llow
ing
gro
up
s o
f ph
rase
s in
to a
co
mp
lex
sen
ten
ce w
ith
a re
lati
ve c
lau
se. U
se c
om
mas
w
hen
nee
ded
an
d r
emem
ber
yo
ur S
NE
EQS.
(See
pag
e 11
.)
1. la
st w
eek
/ w
ho /
do y
ou k
now
/ t
he n
ew
boy
/ st
arte
d Y
ear
9
2. i
s sitt
ing n
ext
to m
e /
the p
upil
/ is fro
m C
hin
a /
who
3. t
he b
us
/ is a
lway
s la
te /
that
/ g
oes
to t
he a
irport
4. w
hom
/ t
he d
oct
or
/ w
as o
n h
olid
ay /
I w
as h
opin
g t
o s
ee
5. m
ake h
oney
/ bees
/ ar
e t
he p
rim
ary
inse
cts
/ th
at
6. l
ive u
pst
airs
/ m
y neig
hbours
/ w
ere
furious
/ ab
out
my
new
dru
m s
et
/ w
ho
7. I
alw
ays
kept
shut
/ I peere
d /
thro
ugh t
he b
linds
/ w
hic
h
8. w
hose
/ w
as K
arim
’s fav
ourite
pla
ce /
chai
rs w
ere the m
ost
com
fort
able
/ the liv
ing r
oom
9. u
p in t
he s
ky /
mak
es
a bal
loon flo
at /
heliu
m /
whic
h /
is
lighte
r th
an a
ir
10. s
its
in t
he fro
nt
of th
e r
oom
/ t
he p
upil
/ as
ks a
lot
of quest
ions
/ w
ho
★ O
n th
e b
ack
, lis
t as
man
y p
rep
osi
tio
nal
ph
rase
s as
yo
u ca
n fi
nd
in t
he
sen
ten
ces
abo
ve.
Do y
ou k
now
the
new
boy
who
star
ted
Year
9 las
t we
ek?
The
pup
il wh
o is
sitting
nex
t to
me
is f
rom
China
.
The
bus
tha
t go
es t
o th
e airp
ort
is a
lway
s late
.
The
doc
tor
whom
I w
as h
opin
g to
see
was
on
holid
ay.
Bees
are
the
prim
ary
insec
ts t
hat
mak
e ho
ney.
My
neighb
ours
, wh
o liv
e up
stairs
, we
re f
urio
us a
bout
my
new
drum
set
.
I p
eere
d th
roug
h th
e blin
ds, wh
ich
I a
lway
s ke
pt s
hut.
The
living
roo
m, wh
ose
chairs
wer
e th
e m
ost
com
fort
able, wa
s Kar
im’s
fav
ourite
place
.
Heliu
m, wh
ich
is li
ghte
r th
an a
ir, m
akes
a b
alloon
floa
t up
in
the
sky.
The
pup
il wh
o si
ts in
the
fron
t of
the
roo
m a
sks
a lot
of q
uest
ions
.
pag
e 5
G
ram
mar
Leve
l 5N
ame:
Lex
ia S
kill
Bui
lder
s®
UK
E. W
hen
th
e in
form
atio
n in
th
e re
lati
ve c
lau
se is
ess
enti
al t
o t
he
mea
nin
g o
f th
e se
nte
nce
, no
co
mm
a is
nee
ded
w
ith
th
e re
lati
ve c
lau
se. T
his
is c
alle
d a
res
tric
tive
cla
use
. Wh
en t
he
rela
tive
cla
use
has
info
rmat
ion
that
is n
ot
esse
nti
al f
or
the
mea
nin
g, i
t is
calle
d n
on
rest
rict
ive.
It n
eed
s a
com
ma
be
fore
an
d/o
r af
ter
the
clau
se. C
om
ple
te
the
follo
win
g t
able
.
Sente
nce
Rela
tive
Pro
noun
Rest
rict
ive?
(ess
ential
)N
onre
stri
ctiv
e?
(not
ess
ential
)
He c
annot
atte
nd t
he p
arty
that
I pla
nned.
that
W
Mar
ie C
urie, w
hose
husb
and w
as
Pie
rre, w
as first
to u
nders
tand
radio
activi
ty.
Kim
and J
org
e a
re t
he v
olu
nte
ers
w
ho o
rgan
ise t
he fundra
iser
eac
h y
ear
.
The b
ook
whose
cove
r is t
orn
needs
to b
e r
epai
red.
Dad
’s a
ntique c
ar, w
hic
h h
e
repai
red, rides
like a
dre
am.
My
only
uncl
e, w
ho liv
es
in
Texa
s, r
uns
a la
rge c
attle r
anch
.
The d
irect
or
to w
hom
you a
re
speak
ing is
new
to t
he c
om
pan
y.
Ad
d c
om
mas
aro
un
d t
he
no
nre
stri
ctiv
e cl
ause
s to
ind
icat
e th
e in
form
atio
n is
no
t e
sse
nti
al.
1. M
y s
cience
te
acher
who
use
d
to
work
at
N
ASA
lo
ves
ast
ronom
y.
2. The
phone
com
pan
y w
hose
st
ock
s a
re
dow
n
is
goin
g
out
of b
usiness
.
3. M
y u
ncl
e
who
is
in
the
mili
tary
ca
n
bench
-pre
ss
250
pounds.
4. Ear
ly
snow
fall
whic
h
was
unexp
ect
ed
this
year
ru
ined
the
late
har
vest
.
5. Pre
sident
Lin
coln
w
ho
was
born
in
Kentu
cky
sta
rted
his
care
er
as
a
law
yer.
6. To
Kill
a
Mock
ingbird
whic
h
my
teac
her
reco
mm
ended
is
an
exc
elle
nt
book.
★ O
n th
e b
ack
, wri
te 2
new
sen
ten
ces
like
nu
mb
er 1
ab
ou
t yo
ur
ow
n te
ach
ers.
Hin
t: C
han
ge
the
wo
rds
scie
nce
, N
ASA
, an
d a
stro
no
my
to fi
t yo
ur
teac
her
s.
,,
W
W W W
WW
whos
e
who
whos
e
whic
h
who
whom
,,
,,
,
,,
,,
,
This
mat
eria
l is
a co
mpo
nent
of L
exia
® P
ower
Up
Lite
racy
®.
© 2
020
Lexi
a Le
arni
ng, a
Ros
etta
Sto
ne c
ompa
ny.
Rep
rinte
d fo
r cla
ssro
om u
se o
nly.
All o
ther
righ
ts re
serv
ed. N
ot fo
r res
ale.
ANSWER KEY Grammar
Level 5
Lexia Skill Builders®UK
pag
e 8
G
ram
mar
Leve
l 5N
ame:
Lex
ia S
kill
Bui
lder
s®
UKNam
e:
H. A
n in
defi
nit
e p
ron
ou
n re
pla
ces
a n
ou
n an
d c
an a
ct a
s th
e su
bje
ct o
f a s
ente
nce
. (So
me
exam
ple
s o
f in
defi
nit
e
p
ron
ou
ns
are
all,
ever
yon
e, s
ever
al, a
nd
so
me.
) Un
der
line
the
ind
efin
ite
pro
no
un
s in
th
e fo
llow
ing
sen
ten
ces.
1. D
oes
anyo
ne h
ave a
tic
ket?
2. W
hile
one juggle
d, th
e o
ther
cart
wheele
d.
3. N
obody
cam
e t
o D
an’s p
erf
orm
ance
.
4. The m
agic
ian’s t
rick
s w
ere
know
n b
y fe
w.
5. M
any
wish t
hey
knew
his s
ecr
ets
.
6. Tr
apeze
work
is
too d
ifficu
lt for
most
.
7. S
om
ebody
cheere
d for
the d
og a
nd p
ony.
8. Is
there
anyth
ing w
e c
an b
uy
at t
he g
ift
shop?
9. E
ach w
ore
ext
ra-lar
ge s
hoes.
10. All
felt t
he c
ircu
s te
nt
was
in n
eed o
f re
pai
r.
Ch
oo
se t
he
ind
efin
ite
pro
no
un
that
bes
t co
mp
lete
s th
e se
nte
nce
.
11. I w
asn’t c
om
fort
able
at
the m
eeting b
eca
use
there
was
I k
new
.
(som
eone, an
yth
ing, no o
ne)
12. G
iven h
is r
udeness
, w
as s
urp
rise
d w
hen h
e c
onfe
ssed h
e h
ad
post
ed n
egat
ive c
om
ments
.
(man
y, n
o o
ne, se
vera
l)
13. M
ita
cove
red h
er fee
lings
so w
ell th
at
could
tel
l her
tru
e th
oughts
.
(som
eth
ing, fe
w, eve
ryone)
14. W
e c
ould
n’t fin
d t
he k
eys
.
(now
here
, an
yw
here
, eve
ryw
here
)
15.
wear
s a
new
uniform
for
the g
ame.
(Eac
h, Both
, Se
vera
l)
★
On
th
e b
ack
, rew
rite
se
nte
nce
12
in a
dif
fere
nt
ord
er
that
sti
ll m
ake
s se
nse
. Re
me
mb
er
com
ma
rule
s fo
r
com
ple
x se
nte
nce
s.
no o
ne
no o
ne
few
anyw
here
Each
pag
e 7
G
ram
mar
Leve
l 5N
ame:
Lex
ia S
kill
Bui
lder
s®
UK
G. I
nte
rro
gat
ive
pro
no
un
s al
so t
ake
the
pla
ce o
f no
un
s. T
he
inte
rro
gat
ive
pro
no
un
s b
egin
wit
h w
h: w
ho
, wh
om
,
wh
ose
, wh
ich
, wh
at, w
ho
mev
er, a
nd
wh
atev
er. F
ind
all
7 in
terr
og
ativ
e p
ron
ou
ns
in t
he
wo
rd s
earc
h.
Oft
en
inte
rro
gat
ive
s as
k a
qu
est
ion
or
refe
r to
so
me
on
e o
r so
me
thin
g t
hat
is u
nsp
eci
fic.
Fil
l in
th
e b
lan
k
wit
h t
he
corr
ect
inte
rro
gat
ive
pro
no
un
.
1.
thre
w t
he b
all?
(w
hat
, w
ho, w
hat
eve
r )
2. Ta
ke
dess
ert
you lik
e b
est
. (w
hom
, w
hic
heve
r, w
ho)
3.
would
you lik
e for
bre
akfa
st?
(whom
, w
hic
heve
r, w
hat
)
4.
of th
ese
books
hav
e y
ou r
ead
? (w
hat
, w
hic
h, w
ho)
5.
coat
is
on t
he flo
or?
(w
hose
, w
ho, w
hic
heve
r)
6.
would
you lik
e t
o invi
te?
(what
eve
r, w
hom
, w
hat
)
7. P
leas
e d
o
you t
hin
k is b
est
. (w
ho, w
hic
h, w
hat
eve
r)
★ P
rete
nd
yo
u a
re a
de
tect
ive
solv
ing
a c
rim
e. O
n t
he
bac
k, w
rite
5 q
ue
stio
ns
you
mig
ht
ask
usi
ng
inte
rro
gat
ive
pro
no
un
s.SQ
AI
ER
VU
PH
CW
NG
DV
TR
RM
QK
WR
ET
YT
QM
OI
KP
OH
OT
JP
VA
OH
WA
LU
RT
QB
KE
RD
WH
OW
MI
AX
MD
BH
TR
SE
CI
VT
YK
RO
WE
OC
HH
CS
GX
NH
TH
YR
WO
QN
Who wh
iche
ver
Wha
t
Which
Who
se
Who
m
what
ever
This
mat
eria
l is
a co
mpo
nent
of L
exia
® P
ower
Up
Lite
racy
®.
© 2
020
Lexi
a Le
arni
ng, a
Ros
etta
Sto
ne c
ompa
ny.
Rep
rinte
d fo
r cla
ssro
om u
se o
nly.
All o
ther
righ
ts re
serv
ed. N
ot fo
r res
ale.
ANSWER KEY Grammar
Level 5
Lexia Skill Builders®UK
pag
e 10
G
ram
mar
Leve
l 5N
ame:
Lex
ia S
kill
Bui
lder
s®
UK
J. U
se w
ord
s an
d p
hra
ses
to c
reat
e n
ew s
ente
nce
s. S
tart
wit
h t
his
sen
ten
ce:
My
sist
er si
ngs.
1. A
dd
an
adve
rb th
at d
escr
ibes
how
my
sist
er s
ing
s. W
rite
the
new
sen
tenc
e.
2. A
dd
an
adje
ctiv
e th
at d
escr
ibes
my
sist
er to
the
sent
ence
you
cre
ated
in #
1. W
rite
the
new
sen
tenc
e.
3. A
dd
a p
rep
osi
tiona
l phr
ase
that
tells
whe
re m
y si
ster
sin
gs
to th
e se
nten
ce y
ou
crea
ted
in #
2. W
rite
the
new
sen
tenc
e.
4. A
dd
a d
epen
den
t cla
use
that
ans
wer
s w
hen
my
sist
er s
ing
s to
the
sent
ence
yo
u
cr
eate
d in
#3.
Wri
te th
e ne
w s
ente
nce.
5. R
epla
ce th
e su
bje
ct o
f the
sen
tenc
e yo
u cr
eate
d in
#4
with
a s
ubje
ct p
rono
un. W
rite
the
new
sen
tenc
e.
6. R
epla
ce th
e co
mp
lete
pre
dic
ate
with
a d
iffe
rent
ver
b. W
rite
the
new
sen
tenc
e.
★ O
n th
e b
ack,
use
inte
rro
gat
ive
pro
no
un
s (w
h w
ord
s) to
ask
qu
esti
on
s th
at a
re a
nsw
ered
by
the
new
sen
ten
ces
yo
u w
rote
. Use
co
rrec
t pu
nct
uat
ion
.
My
sist
er s
ings
lou
dly.
My
little
sist
er s
ings
lou
dly.
My
little
sist
er s
ings
lou
dly
at s
choo
l.
Befo
re c
lass
es s
tart
, m
y lit
tle
sist
er s
ings
lou
dly
at s
choo
l.
Befo
re c
lass
es s
tart
, sh
e si
ngs
loud
ly a
t sc
hool.
Befo
re c
lass
es s
tart
, sh
e dire
cts
the
entire
class
.
pag
e 9
G
ram
mar
Leve
l 5N
ame:
Lex
ia S
kill
Bui
lder
s®
UK
Indefinite P
ronoun
Sin
gu
lar
anoth
er, a
nyb
ody,
anyo
ne, an
yth
ing, eac
h, either, e
very
body,
eve
ryone, eve
ryth
ing, neither, n
obody,
no o
ne, noth
ing, one,
oth
er, s
om
ebody,
som
eone, so
meth
ing
Plu
ral
both
, fe
w, m
any,
oth
ers
, se
vera
l
Sin
gu
lar
or P
lura
lal
l, a
ny,
more
, m
ost
, none, so
me
I.
Wh
en u
sin
g a
sin
gu
lar i
nd
efin
ite
pro
no
un
, th
e ve
rb s
ho
uld
be
sin
gu
lar.
Wh
en u
sin
g a
plu
ral i
nd
efin
ite
pro
no
un
,
the
verb
sh
ou
ld b
e p
lura
l. C
ho
ose
th
e si
ng
ula
r or p
lura
l ver
b in
th
e fo
llow
ing
sen
ten
ces.
1. N
o o
ne (
know
, kn
ow
s) h
ow
bad
ly E
ric
wan
ts t
hat
gold
medal
.
2. Both
(kn
ow
, kn
ow
s) h
ow
har
d h
e w
ork
s to
ach
ieve
his g
oal
s.
3. Ev
ery
thin
g (se
em
, se
em
s) b
righte
r w
hen y
ou’re a
round.
4. M
any
(seem
, se
em
s) t
o e
njo
y yo
ur
com
pan
y.
5. Ev
ery
one (
love
, lo
ves)
sm
iling b
abie
s.
6. Fe
w (
love
, lo
ves)
chan
gin
g n
appie
s.
7. O
ne (sing, sings)
fro
m t
he h
ear
t.
8. Se
vera
l (s
ing, sings)
off k
ey.
W
rite
co
mp
lete
se
nte
nce
s u
sin
g in
de
fin
ite
pro
no
un
s w
ith
th
e su
gg
est
ed
ve
rbs.
Wat
ch y
ou
r su
bje
ct-v
erb
ag
ree
me
nt
and
use
yo
ur
SNE
EQ
S.
Indefinite P
ronoun
Verb
Sente
nce
nobody
to t
hin
kNob
ody
thin
ks p
arlia
men
t wi
ll pa
ss t
he b
ill.
eac
hto
adm
it
one
to p
ass
both
to d
ance
eve
ryth
ing
to c
han
ge
man
yto
leav
e
★ O
n t
he
bac
k, c
om
bin
e se
nte
nce
s 5
an
d 6
into
on
e co
mp
ou
nd
se
nte
nce
usi
ng
a c
oo
rdin
atin
g c
on
jun
ctio
n.
Each
adm
its
eating
too
man
y bisc
uits
.
One
pass
es t
hrou
gh t
he g
ates
.
Both
dan
ce w
ell en
ough
to
win
the
cont
est.
Ever
ything
cha
nges
in
sec
onda
ry s
choo
l.
Man
y leav
e sc
hool w
itho
ut lea
rnin
g hist
ory.
Pupil an
swer
s wi
ll va
ry. Ex
amples
are
pro
vide
d.
This
mat
eria
l is
a co
mpo
nent
of L
exia
® P
ower
Up
Lite
racy
®.
© 2
020
Lexi
a Le
arni
ng, a
Ros
etta
Sto
ne c
ompa
ny.
Rep
rinte
d fo
r cla
ssro
om u
se o
nly.
All o
ther
righ
ts re
serv
ed. N
ot fo
r res
ale.
ANSWER KEY Grammar
Level 5
Lexia Skill Builders®UK
pag
e 11
G
ram
mar
Leve
l 5N
ame:
Lex
ia S
kill
Bui
lder
s®
UK
Whe
n yo
u w
rite
sen
tenc
es, r
emem
ber
yo
ur S
NE
EQS!
S —
The
beg
inni
ng o
f a s
ente
nce
alw
ays
need
s a
cap
ital
lett
er.
N —
The
pro
per
nam
es o
f peo
ple
, pla
ces,
and
thin
gs
alw
ays
need
a c
apit
al le
tter
.
E —
At t
he e
nd
of a
sen
tenc
e, th
ere
is u
sual
ly a
full
sto
p.
E —
Whe
n th
e se
nten
ce c
onta
ins e
mot
ion
or e
xcite
men
t, us
e an
exc
lam
atio
n m
ark
at th
e en
d.
Q —
Whe
n th
e se
nten
ce a
sks
a q
ues
tio
n, u
se a
que
stio
n m
ark
at th
e en
d.
S —
Use
a c
om
ma
bet
wee
n a
seri
es o
f wo
rds
and
to s
epar
ate
clau
ses.
This
mat
eria
l is
a co
mpo
nent
of L
exia
® P
ower
Up
Lite
racy
®.
© 2
020
Lexi
a Le
arni
ng, a
Ros
etta
Sto
ne c
ompa
ny.
Rep
rinte
d fo
r cla
ssro
om u
se o
nly.
All o
ther
righ
ts re
serv
ed. N
ot fo
r res
ale.
page 1
GrammarLevel 5Name:
Lexia Skill Builders®
UK
A. A pronoun replaces a noun in a sentence. A possessive pronoun shows ownership.
Absolute Possessive Pronouns
mine yours his hers ours theirs
Underline the correct possessive pronoun that completes the sentence. Draw an arrow to the noun or pronoun that has ownership.
1. Marla could not find any keys. I gave her ( mine / hers ).
2. The family of ten shared a tiny cottage. At least it was ( mine / theirs ).
3. We built a solar-powered model car. We were proud of what was ( yours / ours ).
4. The Smiths have a beautiful garden. I want one like ( ours / theirs ).
5. As soon as you get upstairs, please pick up the clothes that are ( yours / mine ).
6. The twins shared a room although Jenny always thought of it as ( hers / his ).
Possessive pronouns function as adjectives. They describe ownership and answer which one or whose. They come before a noun or another adjective. Underline the correct pronoun acting as an adjective, and draw an arrow to the noun it is describing.
Possessive Pronouns as Adjectives
my your his its her their
Underline the correct possessive pronoun that completes the sentence. Draw an arrow to the noun or pronoun that has ownership.
7. The photographer snapped pictures on ( its / her ) camera.
8. The hotel in which we stayed was dirty, and ( our / her ) holiday was a disaster.
9. I gave you the cherry lollipop because I know it is ( their / your ) favourite flavor.
10. Grandpa arrived home late and missed ( his / its ) show.
11. The Year 8 pupils prepared for ( your / their ) concert.
12. The skunk crept under the deck. A stench was coming from ( its / our ) tail.
★ On the back, change the order of the clauses in sentences 5 and 6 using correct punctuation.
This
mat
eria
l is
a co
mpo
nent
of L
exia
® P
ower
Up
Lite
racy
®.
© 2
020
Lexi
a Le
arni
ng, a
Ros
etta
Sto
ne c
ompa
ny.
Rep
rinte
d fo
r cla
ssro
om u
se o
nly.
All o
ther
righ
ts re
serv
ed. N
ot fo
r res
ale.
page 2
GrammarLevel 5Name:
Lexia Skill Builders®
UK
B. Replace the underlined words with either absolute possessive pronouns or possessive pronouns as adjectives. Write a complete sentence that answers the question.
1. John’s and Jeff’s skateboards had rusted out in the rain. Whose boards were rusty?
2. The man in front of the line took the seat that was assigned to me. Whose seat was it?
3. Carla’s folder was ripped and tattered. Whose folder was ripped?
4. All of us on the team won a silver medal. Whose medal was it?
5. Mr Nelson’s final speech was short but effective. Whose speech was short?
6. Whenever you smile, you bring joy to the room. Whose smile is it?
7. The neighbours had an unused car sitting in the yard. Whose car was it?
8. The teacher loved the essay you wrote on the history of the flag. Whose essay was it?
9. We saw the bird’s glossy, black feathers. Whose feathers were glossy?
★ On the back, list 6 adjectives from the sentences above, along with the nouns they describe.
Their boards were rusty.
This
mat
eria
l is
a co
mpo
nent
of L
exia
® P
ower
Up
Lite
racy
®.
© 2
020
Lexi
a Le
arni
ng, a
Ros
etta
Sto
ne c
ompa
ny.
Rep
rinte
d fo
r cla
ssro
om u
se o
nly.
All o
ther
righ
ts re
serv
ed. N
ot fo
r res
ale.
page 3
GrammarLevel 5Name:
Lexia Skill Builders®
UK
C. The words that, which, who, whose, and whom are relative pronouns. They refer to a noun in a sentence. Circle the relative pronouns and underline the nouns they refer to (their antecedents). Hint: The noun comes before the pronoun.
1. We don’t know the artist who painted this portrait.
2. They are hosting a party for the company, which is celebrating 50 years of innovation.
3. They are the doctors whom we interviewed to learn about working in a hospital.
4. Jeff went to the college that my dad attended.
5. Maria loves films that showcase heroines from history.
6. Our chefs use different spices, which are listed, to add a worldly feel to the menu.
7. The cattle that grazed on grass had fewer diseases.
8. The pupils who used technology for learning had improved scores.
9. May I speak to the person whom I talked to last night?
10. She observed the rundown house whose shingles were splintered and grey.
Write sentences containing relative pronouns using the sentence starters below.
11. The owner whose
12. The dog that
13. The owner of the dog that
14. The behaviour of the dog, which
★ On the back, write 4 sentences containing relative pronouns.
This
mat
eria
l is
a co
mpo
nent
of L
exia
® P
ower
Up
Lite
racy
®.
© 2
020
Lexi
a Le
arni
ng, a
Ros
etta
Sto
ne c
ompa
ny.
Rep
rinte
d fo
r cla
ssro
om u
se o
nly.
All o
ther
righ
ts re
serv
ed. N
ot fo
r res
ale.
page 4
GrammarLevel 5Name:
Lexia Skill Builders®
UK
Name:
D. A relative clause is a kind of dependent clause that begins with a relative pronoun and describes a noun. A relative clause answers the question which one? Combine the following sentence pairs into one complex sentence by using a relative pronoun: that, which, who, whose, or whom.
Sentence Pairs
1. I like the teacher. The teacher was nice to me.
2. The boy has a green hat. The boy is my brother.
3. I am afraid of the dog. The dog bit me.
4. The pupils studied hard. The pupils got good grades.
5. Lulu is planting spring bulbs. She thinks they are lovely.
6. A baby smiles. A baby is happy.
★ On the back, rewrite sentences 5 and 6. Choose new subjects and change the predicates to past tense.
I like the teacher who was nice to me.
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page 5
GrammarLevel 5Name:
Lexia Skill Builders®
UK
E. When the information in the relative clause is essential to the meaning of the sentence, no comma is needed with the relative clause. This is called a restrictive clause. When the relative clause has information that is not essential for the meaning, it is called nonrestrictive. It needs a comma before and/or after the clause. Complete the following table.
Sentence Relative Pronoun Restrictive?(essential)
Nonrestrictive? (not essential)
He cannot attend the party that I planned.
that W
Marie Curie, whose husband was Pierre, was first to understand radioactivity.
Kim and Jorge are the volunteers who organise the fundraiser each year.
The book whose cover is torn needs to be repaired.
Dad’s antique car, which he repaired, rides like a dream.
My only uncle, who lives in Texas, runs a large cattle ranch.
The director to whom you are speaking is new to the company.
Add commas around the nonrestrictive clauses to indicate the information is not essential.
1. My science teacher who used to work at NASA loves astronomy.
2. The phone company whose stocks are down is going out of business.
3. My uncle who is in the military can bench-press 250 pounds.
4. Early snowfall which was unexpected this year ruined the late harvest.
5. President Lincoln who was born in Kentucky started his career as a lawyer.
6. To Kill a Mockingbird which my teacher recommended is an excellent book. ★ On the back, write 2 new sentences like number 1 about your own teachers. Hint: Change the words science,
NASA, and astronomy to fit your teachers.
,,
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page 6
GrammarLevel 5Name:
Lexia Skill Builders®
UK
Name:
F. Combine each of the following groups of phrases into a complex sentence with a relative clause. Use commas when needed and remember your SNEEQS. (See page 11.)
1. last week / who / do you know / the new boy / started Year 9
2. is sitting next to me / the pupil / is from China / who
3. the bus / is always late / that / goes to the airport
4. whom / the doctor / was on holiday / I was hoping to see
5. make honey / bees / are the primary insects / that
6. live upstairs / my neighbours / were furious / about my new drum set / who
7. I always kept shut / I peered / through the blinds / which
8. whose / was Karim’s favourite place / chairs were the most comfortable / the living room
9. up in the sky / makes a balloon float / helium / which / is lighter than air
10. sits in the front of the room / the pupil / asks a lot of questions / who
★ On the back, list as many prepositional phrases as you can find in the sentences above.
Do you know the new boy who started Year 9 last week?
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page 7
GrammarLevel 5Name:
Lexia Skill Builders®
UK
G. Interrogative pronouns also take the place of nouns. The interrogative pronouns begin with wh: who, whom, whose, which, what, whomever, and whatever. Find all 7 interrogative pronouns in the word search.
Often interrogatives ask a question or refer to someone or something that is unspecific. Fill in the blank with the correct interrogative pronoun.
1. threw the ball? (what, who, whatever )
2. Take dessert you like best. (whom, whichever, who)
3. would you like for breakfast? (whom, whichever, what)
4. of these books have you read? (what, which, who)
5. coat is on the floor? (whose, who, whichever)
6. would you like to invite? (whatever, whom, what)
7. Please do you think is best. (who, which, whatever)
★ Pretend you are a detective solving a crime. On the back, write 5 questions you might ask using interrogative pronouns.
S QA I ER VU P H
C WN G DV TR R M
Q KW R ET YT Q M
O IK P OH OT J P
V AO H WA LU R T
Q BK E RD WH O W
M IA X MD BH T R
S EC I VT YK R O
W EO C HH CS G X
N HT H YR WO Q N
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page 8
GrammarLevel 5Name:
Lexia Skill Builders®
UK
Name:
H. An indefinite pronoun replaces a noun and can act as the subject of a sentence. (Some examples of indefinite pronouns are all, everyone, several, and some.) Underline the indefinite pronouns in the following sentences.
1. Does anyone have a ticket?
2. While one juggled, the other cartwheeled.
3. Nobody came to Dan’s performance.
4. The magician’s tricks were known by few.
5. Many wish they knew his secrets.
6. Trapeze work is too difficult for most.
7. Somebody cheered for the dog and pony.
8. Is there anything we can buy at the gift shop?
9. Each wore extra-large shoes.
10. All felt the circus tent was in need of repair.
Choose the indefinite pronoun that best completes the sentence.
11. I wasn’t comfortable at the meeting because there was I knew. (someone, anything, no one)
12. Given his rudeness, was surprised when he confessed he had
posted negative comments.
(many, no one, several)
13. Mita covered her feelings so well that could tell her true thoughts.
(something, few, everyone)
14. We couldn’t find the keys .
(nowhere, anywhere, everywhere)
15. wears a new uniform for the game.
(Each, Both, Several)
★ On the back, rewrite sentence 12 in a different order that still makes sense. Remember comma rules for
complex sentences.
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page 9
GrammarLevel 5Name:
Lexia Skill Builders®
UK
Indefinite Pronoun
Singularanother, anybody, anyone, anything, each, either, everybody, everyone, everything, neither, nobody, no one, nothing, one, other, somebody, someone, something
Plural both, few, many, others, several
Singular or Plural all, any, more, most, none, some
I. When using a singular indefinite pronoun, the verb should be singular. When using a plural indefinite pronoun, the verb should be plural. Choose the singular or plural verb in the following sentences.
1. No one (know, knows) how badly Eric wants that gold medal.
2. Both (know, knows) how hard he works to achieve his goals.
3. Everything (seem, seems) brighter when you’re around.
4. Many (seem, seems) to enjoy your company.
5. Everyone (love, loves) smiling babies.
6. Few (love, loves) changing nappies.
7. One (sing, sings) from the heart.
8. Several (sing, sings) off key.
Write complete sentences using indefinite pronouns with the suggested verbs. Watch your subject-verb agreement and use your SNEEQS.
Indefinite Pronoun Verb Sentence
nobody to think Nobody thinks parliament will pass the bill.
each to admit
one to pass
both to dance
everything to change
many to leave
★ On the back, combine sentences 5 and 6 into one compound sentence using a coordinating conjunction.
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page 10
GrammarLevel 5Name:
Lexia Skill Builders®
UK
J. Use words and phrases to create new sentences. Start with this sentence:
My sister sings.
1. Add an adverb that describes how my sister sings. Write the new sentence.
2. Add an adjective that describes my sister to the sentence you created in #1. Write the new sentence.
3. Add a prepositional phrase that tells where my sister sings to the sentence you created in #2. Write the new sentence.
4. Add a dependent clause that answers when my sister sings to the sentence you created in #3. Write the new sentence.
5. Replace the subject of the sentence you created in #4 with a subject pronoun. Write the new sentence.
6. Replace the complete predicate with a different verb. Write the new sentence.
★ On the back, use interrogative pronouns (wh words) to ask questions that are answered by the new sentences you wrote. Use correct punctuation.
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page 11
GrammarLevel 5Name:
Lexia Skill Builders®
UK
This
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