www.harcourtschool.com
GrammarPractice Book
Grade 4
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© Harcourt • Grade 4
Grammar Practice Book
ContentsTHEME 1
Lesson 1 Declarative and Interrogative Sentences ............................... 1
Lesson 2 Imperative and Exclamatory Sentences; Interjections ............ 5
Lesson 3 Subjects and Predicates ........................................................ 9
Lesson 4 Complete and Simple Subjects and Predicates .................... 13
Lesson 5 Review ............................................................................... 17
THEME 2
Lesson 6 Compound Subjects and Predicates .................................... 19
Lesson 7 Simple and Compound Sentences ...................................... 23
Lesson 8 Prepositional Phrases .......................................................... 27
Lesson 9 Clauses and Phrases; Complex Sentences ........................... 31
Lesson 10 Review ............................................................................... 35
THEME 3
Lesson 11 Common and Proper Nouns ............................................... 37
Lesson 12 Singular and Plural Nouns .................................................. 41
Lesson 13 Possessive Nouns ................................................................ 45
Lesson 14 Pronouns and Antecedents ................................................. 49
Lesson 15 Review ............................................................................... 53
THEME 4
Lesson 16 Subject and Object Pronouns ............................................. 55
Lesson 17 Possessive and Reflexive Pronouns ...................................... 59
Lesson 18 Adjectives and Articles ........................................................ 63
Lesson 19 Comparing with Adjectives ................................................. 67
Lesson 20 Review ............................................................................... 71
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© Harcourt • Grade 4
Grammar Practice Book
ContentsTHEME 5
Lesson 21 Main and Helping Verbs .................................................... 73
Lesson 22 Action and Linking Verbs .................................................... 77
Lesson 23 Verbs: Present Tense; Subject-Verb Agreement .................... 81
Lesson 24 Verbs: Past and Future Tenses ............................................. 85
Lesson 25 Review ............................................................................... 89
THEME 6
Lesson 26 Irregular Verbs ................................................................... 91
Lesson 27 Easily Confused Words ....................................................... 95
Lesson 28 Adverbs .............................................................................. 99
Lesson 29 Punctuation ...................................................................... 103
Lesson 30 Review ............................................................................. 107
Index .................................................................................................. 109
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Name Declarative and
Interrogative Sentences
Lesson 1Rewrite each sentence, using capital letters and end marks.
1. my sister went to camp yesterday
2. the house seems empty
3. even the dog misses her
4. i will write her a letter
5. she comes home in one week
If the words form a sentence, write sentence. If the words form a fragment, add words to make a complete sentence.
6. I went swimming.
7. The water.
8. Early in the morning.
9. Happy that you.
10. The week passed quickly.
1 Grammar Practice Book
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Name Statements and Questions
Lesson 1Rewrite each group of words to form a questionthat makes sense. Use capital letters and end marks correctly.
1. you do a brother have
2. what his name is
3. he to school go does
4. he read can
5. play he does where
Turn each statement into a question. Use the word in parentheses ( ) as the first word.
6. My little sister’s name is Sara. (What)
7. She copies everything I do. (Why)
8. She meets me after school. (When)
9. She wants to go to the store. (Where)
2 Grammar Practice Book
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Name Grammar–Writing Connection
Lesson 1Read this part of a student’s rough draft. Then answer the questions that follow.
(1) I to like skip. (2) Why do I skip (3) it is more
fun than walking. (4) I skip all the way to school (5)
With my friends at recess. (6) you like to
skip, too?
1. In which sentence are the words in an order that does not make sense?A Sentence 1B Sentence 2C Sentence 4D Sentence 5
2. Which sentence does not tell a complete thought?A Sentence 1B Sentence 3C Sentence 4D Sentence 5
3. Which sentence should end with a question mark?A Sentence 2B Sentence 3C Sentence 4D Sentence 5
4. Which sentence is missing a period?A Sentence 1B Sentence 2C Sentence 4D Sentence 5
5. Which word in Sentence 3 should be capitalized?A isB itC wayD fun
6. Which word would make sense in the blank in Sentence 6?A WhyB ButC DoD Where
Grammar Practice Book3
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Name Statements and Questions
Lesson 1Add the correct end mark to each sentence.Then label each as a statement or a question.
1. Where is the teacher
2. I do not like to jump
3. When does Anita run
4. Do you know Mr. Wang
5. We play in the grass
Rewrite each group of words to form a statement or a question. Put the words in an order that makes sense. Use capital letters and end marks correctly.
6. to the park I go (statement)
7. do walk you to school (question)
8. Willow ball the throws (statement)
9. can Kurt play softball (statement)
10. you can football play (question)
4 Grammar Practice Book
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Name
Imperative and Exclamatory Sentences;
Interjections
Lesson 2Label each sentence as imperative or exclamatory.
1. Meet at the track at seven o’clock.
2. Run around the track four times to warm up.
3. I cannot believe how fast she runs!
4. You must be very proud!
5. Take your positions for the race.
6. What an amazing event this is!
7. We had so much fun today!
8. Follow me to the car.
9. Take a nap when you get home.
Rewrite the sentences. Add the correct end marks.
10. Help me find my running shoes
11. How nervous I am about the race
12. I am so happy that you won
13. Give her a bottle of water
14. How tired they must be
15. What a big trophy it is
5 Grammar Practice Book
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Name
Imperative and Exclamatory Sentences;
Interjections
Lesson 2Rewrite these sentences with the correct punctuation. Then label each sentence as imperative or exclamatory.
1. I was so worried about trying out for the school play
2. Don’t give up on your dreams
3. Work hard in order to succeed
4. Hey your audition was amazing
5. Always listen to good advice
Draw one line under each imperative sentence. Draw two lines under each exclamatory sentence. Circle the interjections.
6. Take your places on the stage quietly.
7. Smile at the audience when the curtain goes up.
8. Ouch, you stepped on my foot!
9. Stand still until it is your turn to dance.
10. How wonderful this dance recital is!
11. Wow, she jumps so high and turns so fast!
12. Listen to the music so you will know when to start.
13. Hey, that’s a great! costume
14. Wow, she is so strong!
15. Take a walk to stretch your legs at intermission.
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Name
Lesson 2
1. Which sentence should have an
exclamation point?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 5
2. Which sentence is an imperative
sentence?
A Sentence 2
B Sentence 3
C Sentence 5
D Sentence 6
3. In which of these sentences is the
punctuation NOT correct?
A Sentence 2
B Sentence 3
C Sentence 4
D Sentence 6
4. Which of these sentences has an
interjection?
A Sentence 2
B Sentence 3
C Sentence 4
D Sentence 5
5. Which of these sentences is neither
imperative nor exclamatory?
A Sentence 1
B Sentence 3
C Sentence 5
D Sentence 6
6. Which of these sentences is an
exclamatory sentence?
A Sentence 1
B Sentence 4
C Sentence 5
D Sentence 6
(1) � e soccer player is running down the fi eld. (2) How
very happy he looks. (3) Hey, he kicked that ball so far! (4) He
has scored the winning goal for his team. (5) Listen to his
coach praise him. (6) Wow, what a wonderful day!
Read this part of a student’s rough draft. Then answer the questions that follow.
Grammar–Writing Connection
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Name
Imperative and Exclamatory Sentences;
Interjections
Lesson 2Rewrite these sentences with the correct punctuation. Then label each sentence as imperative or exclamatory.
1. Wait for me after school
2. Put your uniforms on
3. How excited I am about the game
4. Bring me the basketball
5. Wow you are a good player
6. Tell us the score
7. Hey that player can really jump
8. Listen to the crowd yell
Write an exclamatory sentence with an interjection. Then write an imperative sentence.
9.
10.
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Name Subjects and Predicates
Lesson 3Write the subject of each sentence.
1. Everyone goes to the park.
2. Paula puts on her jacket.
3. We skip down the sidewalk together.
4. Darryl rides his bike on the street.
5. My mother holds my sister’s hand.
6. They cross the street at the corner.
7. The park is crowded.
8. The flowers smell sweet.
9. I pick daisies for my father.
10. The sky has big white clouds.
Write the predicate of each sentence.
11. Some boys run past us.
12. A dog chases a ball.
13. Paula climbs up the slide.
14. My sister plays in the sand.
15. Darryl makes a new friend.
16. Everybody loves the park.
17. The children shout with excitement.
18. No one wants to go home.
19. The sun sets behind the hill.
20. This day will end soon.
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Name Subjects and Predicates
Lesson 3Draw one line under the subject. Draw two lines under the predicate.
1. I visit my grandparents.
2. Their house has a garden.
3. I help pull carrots.
4. My grandfather makes wonderful soup.
5. I set the table.
6. He puts flowers in a vase.
7. We eat dinner together.
8. Everyone is full.
9. My grandmother brings out a cake.
10. I am hungry again!
Add a subject or predicate as needed. Write the new sentence.
11. The brown dog.
12. played cards together.
13. is high in the sky.
14. went to bed.
15. My grandmother.
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Name
Lesson 3
1. Which two sentences are fragments?
A Sentences 1 and 2
B Sentences 1 and 5
C Sentences 2 and 4
D Sentences 4 and 5
2. Which sentence is missing a subject?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 5
3. Which is NOT a subject in the
passage?
A The marching band
B The music
C Saw
D I
4. Which sentence is missing a
predicate?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 5
5. Which word is the subject of
Sentence 6?
A I
B waved
C fl ag
D him
6. Which is the predicate of
Sentence 3?
A The music
B was loud
C and joyful
D was loud and joyful
(1) Today was the big parade. (2) Th e marching band
moved quickly down the street. (3) Th e music was loud and
joyful. (4) Saw someone on the sidewalk. (5) My friend. (6) I
waved my fl ag at him.
Read this part of a student’s rough draft. Then answerthe questions that follow.
Grammar–Writing Connection
11 Grammar Practice Book
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Name Subjects and Predicates
Lesson 3Underline each subject once. Underline each predicate twice.
1. The summer is long and hot.
2. Everybody sits on the front steps.
3. No one wants to move.
4. We decide to make ice cream.
5. I find a recipe in a cookbook.
6. My parents help.
7. The ice cream is cold and delicious.
8. Everyone eats a big portion.
9. My family is happy.
10. The day feels much cooler.
Add a subject or a predicate to complete each sentence.
11. The street party
12. played music.
13. danced fast.
14. The food
15. All the people
16. had a great time.
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Name Complete and
Simple Subjects and Predicates
Lesson 4Draw a line under the complete subject. Circle the simple subject.
1. San Francisco is a city in California.
2. A big earthquake rocked the city in 1906.
3. The ocean view is magnificent.
4. A nearby city is Oakland.
5. The average winter temperature is 55°F.
6. The biggest park is Golden Gate Park.
7. One neighborhood is called Chinatown.
Draw a line under the complete predicate. Circle the simple predicate.
8. Golden Gate Park has several landmarks.
9. The park survived the earthquake of 1906.
10. It has a lake with an island.
11. Three dogs ran up the big hill in the park.
12. The old man waved to his wife.
13. A woman held a yellow kite.
14. A boy walked over one of the stone bridges.
15. A girl did cartwheels across the lawn.
Write three different sentences that use the complete predicate below. Include
descriptive words in each subject.
dived into the water
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Name Complete and
Simple Subjects and Predicates
Lesson 4Add a complete subject to each predicate. Then circle the simple subject.
1. waited patiently for hours.
2. learned to play a new game.
3. ate his lunch.
4. wanted to see his father.
5. felt worried.
6. finally left the island.
7. stood on the pier.
8. waved happily.
9. jumped up and down.
10. flew over the water.
Add a complete predicate to each subject. Then circle the simple predicate.
11. The ocean waves
12. The cold porridge
13. A beautiful plum tree
14. The huge room
15. The new teacher
16. The bright light of morning
17. A happy man
18. The excited child
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Name
Lesson 4
1. Which is the simple subject of
Sentence 3?
A museum
B guide
C us
D art
2. Which is the simple predicate of
Sentence 2?
A has
B more
C in
D its
3. Which is the complete predicate of
Sentence 3?
A told us
B about the art
C told us a lot
D told us a lot about the art
4. Which is the complete subject of
Sentence 1?
A My whole family
B Asian Art Museum
C San Francisco
D yesterday
5. Which is the simple subject of
Sentence 5?
A tiny carvings
B carvings
C were
D favorite
6. Which word is NOT part of the
complete predicate of Sentence 4?
A baskets
B bronze
C saw
D We
(1) My whole family went to the Asian Art Museum in San
Francisco yesterday. (2) � is amazing museum has more than
14,000 objects in its collection. (3) A helpful museum guide
told us a lot about the art. (4) We saw bronze statues, ceramics,
puppets, and baskets. (5) � e tiny carvings were my favorite
things.
Read this part of a student’s rough draft. Then answer the questions that follow.
Grammar–Writing Connection
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Name
Lesson 4Match the subjects and predicates in the box to write sentences. Then draw one line under each simple subject and two lines under each simple predicate.
Complete and Simple Subjects and Predicates
1.
2.
3.
4.
5.
Add a complete subject or a complete predicate to complete each sentence.
6. went to a concert in the park.
7. played traditional Chinese harps.
8. became very quiet.
9. The audience
10. The grateful musicians
The excited girl blew the leaves in the trees.The cool wind ran down the hill together.A small insect were fun to climb.Several friends shouted to her friend.Three big rocks jumped onto the branch.
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Name
Lesson 5
1. Which sentence is an interrogative
sentence?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 6
2. Which sentence is an imperative
sentence?
A Sentence 2
B Sentence 3
C Sentence 4
D Sentence 5
3. Which sentence should have an
exclamation point?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 4
4. Which is not a complete sentence?
A Sentence 1
B Sentence 3
C Sentence 5
D Sentence 6
5. Which of these sentences is correct
as it is?
A Sentence 2
B Sentence 3
C Sentence 5
D Sentence 6
6. Which sentence is a declarative
sentence?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 6
(1) � e band has just stopped playing. (2) Do you see the
lead singer smiling? (3) How happy she looks. (4) Look at the
guitar player waving to the crowd. (5) He told me that they are
playing another concert tomorrow? (6) Wow, so great!
Read this part of a student’s rough draft. Then answerthe questions that follow.
Grammar–Writing Connection
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Name
Lesson 5
Grammar–Writing Connection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) My greatest dream is to become a playwright.
(2) A playwright writes stories for the stage. (3) My favorite
playwright is Lorraine Hansberry. (4) She wrote a play called
A Raisin in the Sun. (5) � e title is from a line in a poem.
(6) Hope to write a play as good as that some day!
1. Which sentence is missing a subject?
A Sentence 1
B Sentence 3
C Sentence 5
D Sentence 6
2. Which is the simple predicate of
Sentence 2?
A playwright
B writes
C stories
D stage
3. Which is the complete subject of
Sentence 3?
A playwright
B My favorite playwright
C is Lorraine Hansberry
D Lorraine Hansberry
4. Which is the complete predicate of
Sentence 4?
A She wrote
B She wrote a play
C a play called A Raisin in the Sun
D wrote a play called A Raisin in
the Sun
5. Which is the simple subject of
Sentence 5?
A title
B is
C line
D poem
6. Which word is NOT part of the
complete subject of Sentence 1?
A dream
B greatest
C playwright
D My
18 Grammar Practice Book
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Name Compound
Subjects and Predicates
Lesson 6Label each sentence compound subject or compound predicate.
1. The two girls cleared the table and washed the dishes.
2. Tyler and Amir raked leaves together.
3. Ms. Lopez finished baking and cleaned the kitchen.
4. My mother made the shelves and framed the painting.
5. Dora and Carlos helped their parents.
Rewrite each pair of sentences as one sentence with a compound subject or a compound predicate. Draw one line under each compound subject. Draw two lines under each compound predicate.
6. Leah kicks the ball. Leah passes the ball.
7. The swim team laughs. The swim team cheers.
8. Jamie runs around the track. His brother runs around the track.
9. The teachers clap. The schoolchildren clap.
10. Petra watched the game. Petra took pictures.
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Name Compound
Subjects and Predicates
Lesson 6Rewrite each group of sentences as one sentence with a compound subject. Use and or or. Use commas as needed.
1. Beatrice paints the fence. Her brother paints the fence. Her sister paints the fence.
2. Dean bakes bread on Saturday. His mother bakes bread on Saturday.
3. Chan takes out the trash. Sometimes her grandfather takes out the trash.
4. Paolo cleans the garage today. His uncle cleans the garage today. His cousin cleans the garage today.
5. The children sweep the attic. Their parents sweep the attic.
Rewrite each group of sentences as one sentence with a compound predicate. Use and or or. Use commas as needed.
6. We went to the store. We bought supplies for the camping trip.
7. Ana put up the tent. Ana collected sticks. Ana made a campfire.
8. The park rangers searched the woods. The park rangers looked for fallen trees.
9. You can put the wood by the tent. You can leave it near the tree.
10. Fiona walked by the creek. Fiona collected blackberries. Fiona ate them.
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Name
Lesson 6Read this part of a student’s rough draft. Then answer the questions that follow.
(1) My sister, my cousin and I cleaned our grandparents’ basement.
(2) I recycled old newspapers and threw out trash. (3) My older sister
and my cousin organized the gardening tools and sorted through old
toys. (4) We worked hard all day. (5) � en my grandparents, my sister,
my cousin, and I celebrated a job well done.
1. Which of these sentences does
NOT have a compound subject?
A Sentence 1
B Sentence 3
C Sentence 4
D Sentence 5
2. Which sentence is missing a
comma?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 4
3. Which are the simple subjects
of Sentence 3?
A older and sister
B sister and cousin
C older and tools
D toys and cousin
4. Which are the simple predicates
of Sentence 3?
A organized and sorted
B organized and gardening
C gardening and sorted
D sorted and through
5. Which of these sentences has
neither a compound subject
nor a compound predicate?
A Sentence 2
B Sentence 3
C Sentence 4
D Sentence 5
6. Which sentence has both a
compound subject and a
compound predicate?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 5
Grammar–Writing Connection
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Name Compound
Subjects and Predicates
Lesson 6Each sentence has a compound subject or a compound predicate. Circle the compound subject or the compound predicate.
1. Maria collects the tickets and tears them in half.
2. Juan and Reid help people find their seats.
3. The musicians and their friends build the stage.
4. Quinton, Jules, and Simon are the lead singers.
5. Rhea or Kyle can help you find your costume.
6. We fit the costumes and pin up the hems.
7. The performers sing or dance.
Complete each sentence. Add a compound subject or a compound predicate as shown in parentheses ( ). Remember to add commas as needed.
8. Jonah . (compound predicate)
9. picked up rocks. (compound
subject)
10. My dog . (compound predicate)
11. started growing. (compound
subject)
12. My father and my brother .
(compound predicate)
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Name Simple and Compound Sentences
Lesson 7Label each sentence simple or compound.
1. Jeremy washes and dries the dishes.
2. I set the table, or I make the toast.
3. Mother goes to the store, and Jeremy goes with her.
4. I thought breakfast was ready, but the bacon is still cooking.
5. The eggs and sausages are on the stove.
6. I pour the orange juice, and Jeremy serves it.
7. My favorite meal is breakfast.
8. Sometimes we have pancakes, but today we have waffles.
9. The syrup is in the brown jug.
10. The flowers look pretty in the center of the table.
Rewrite each pair of sentences as a compound sentence, using the conjunction in parentheses ( ).
11. Shauna likes horses. She rides them every summer. (and)
12. She says she won a riding trophy. I have never seen it. (but)
13. I swim in the lake. I fish at the river. (or)
14. Shauna and I go camping. I show her how to fish. (and)
15. We catch several fish. We let them go. (but)
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Name Simple and Compound Sentences
Lesson 7Rewrite the sentences, adding commas as needed.
1. Lela runs across the grass but she stops at the creek.
2. She can wade in the water or she can lie on the grass.
3. Lela tries to catch a small fish but the fish gets away.
4. Lela walks home slowly and she sits on the porch.
Tell whether each sentence has a compound subject, has a compound predicate, or is a compound sentence. Then circle each conjunction.
5. A man and a boy are cooking together.
6. The boy collects wood, and the man builds a fire.
7. They smile and laugh together.
8. The man cleans up, but the boy sits quietly.
9. The boy waters and feeds the horses.
10. The horses eat hay, or they eat grain.
11. The sun sets, but it is not cold.
12. The moon and the stars will be out soon.
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Name
Lesson 7Read this part of a student’s rough draft. Then answer the questions that follow.
(1) A campfi re is nice, and it keeps you warm on chilly nights. (2) Make
the campfi re small sit close to it for warmth. (3) You can use branches you
fi nd on the ground, you should not take branches from a tree. (4) You can
burn paper. (5) Do not burn plastic. (6) To put out the fi re, you can pour
water over it you can dig it up and turn it over.
1. Which of these sentences is a
run-on sentence?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 4
2. To rewrite sentences 4 and 5 as a
compound sentence, which do you
need to add between the words
paper and do?
A a comma
B a comma and the
conjunction and
C a comma and the
conjunction but
D Make no change.
3. Which of these sentences
is a comma splice?
A Sentence 1
B Sentence 3
C Sentence 5
D Sentence 6
4. Which of these sentences needs a
comma and the conjunction or?
A Sentence 2
B Sentence 3
C Sentence 4
D Sentence 6
5. Which is a compound
sentence that is written
correctly?
A Sentence 1
B Sentence 4
C Sentence 5
D Sentence 6
6. How can you correct
Sentence 3?
A take out the comma
B add the conjunction or
C add the conjunction but
D add a comma
Grammar–Writing Connection
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Name Simple and Compound Sentences
Lesson 7Identify each word group as a comma splice or run-on sentence. Then rewrite each one correctly as a compound sentence.
1. The ranch is large, I walk all the way around it.
2. I help him with some of the chores he thanks me.
3. We can go to see the cattle, we can explore the barn.
4. I water the plants, she washes the windows.
5. We feed the hens we do not feed the horses.
Write each pair of sentences as a compound sentence, using or, and, or but.
6. I make my bed. I wash and fold my clothes.
7. My aunt and uncle cook dinner. We all eat together.
8. We can have chicken and salad. We can have pork chops and green beans.
9. My grandmother is a good cook. She does not like washing and drying the dishes.
10. I eat all of my dinner. I eat some dessert.
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Name Prepositional Phrases
Lesson 8Underline the prepositional phrase. Circle the object of the preposition.
1. This center teaches computer skills to students.
2. Today’s lesson is across the hall.
3. After the break, there will be a demonstration.
4. There are several workstations in the room.
5. You can share a computer with a classmate.
6. Read the instructions on the chalkboard.
Circle each prepositional phrase. Write each preposition and its object.
7. Hugo and Mia work together on a report.
8. Mia suggests getting information from websites.
9. They visit a library near their school.
10. The power switch is behind the monitor.
11. Mia searches for information.
12. The students feel good about their work.
Rewrite this sentence several times: We searched the Internet. Add a different
prepositional phrase each time. How many different sentences can you make?
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Name Prepositional Phrases
Lesson 8Rewrite the paragraph. Choose prepositions from thebox to complete each sentence. Use each preposition only once.
Yesterday, my sister and I went shopping (1) our
grandmother. Early (2) the morning, we left the house.
We drove (3) the electronics store. My grandmother led us
(4) the store. (5) a while, we found the
computer section. There were sale signs (6) our heads. My
grandmother asked questions (7) each computer. My sister
and I practiced typing (8) the keyboards. My grandmother
bought a new computer (9) our home!
Complete each sentence with a prepositional phrase.
10. We are using the computers .
11. I am sitting .
12. The librarian is .
13. I see my teacher .
above about with to intoin for after on through
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Name
Lesson 8Read this part of a student’s rough draft. Then answerthe questions that follow.
(1) My family lives on a farm. (2) Before we eat breakfast, we do many
chores. (3) Sometimes I collect eggs from the chickens. (4) On other
days, I help care for the horses. (5) I use a pitchfork and get hay from the
hayloft. (6) I place the fresh hay in their stalls.
1. Which is the preposition in
Sentence 3?
A Sometimes
B collect
C from
D There is no preposition.
2. Which is the object of the
preposition in Sentence 5?
A I
B pitchfork
C hay
D hayloft
3. Which is the prepositional phrase in
Sentence 1?
A My family
B lives on
C on a farm
D farm
4. Which sentence has two
prepositional phrases?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 5
5. Which is the preposition in
Sentence 6?
A I
B place
C the
D in
6. Which is the object of the
preposition in Sentence 6?
A fresh
B hay
C their
D stalls
Grammar–Writing Connection
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Name Prepositional Phrases
Lesson 8Write each prepositional phrase. Underline the preposition and circle its object.
1. There are many kinds of computer systems.
2. Some computer programs are used in office work.
3. Other programs create art with drawing tools.
4. Many people play games on computers.
5. Friends send photographs through e-mail.
6. We use computers for learning.
7. If you walk into a school, you will see many computers.
8. Computers are a good source of information.
Rewrite each sentence, using a preposition from the box to complete it.Use each word only once.
9. a power failure, you may lose computer files.
10. It is best to save extra copies your work.
11. You can print files a printer.
12. You can also save data a disk.
after with on of
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Name Clauses and
Phrases; Complex Sentences
Lesson 9Tell whether each group of words forms an independent clause or a dependent clause.
1. My father used birch for basket frames
2. Before he collected the plants
3. Because my aunts liked willow plants
4. My mother started to work
5. When she finished her bundle of plants
6. Since the birch trees were far away
7. We drove in a car to find them
8. When her grandson learned to weave
Find the independent and dependent clauses in these sentences. Draw one line under each independent clause. Draw two lines under each dependent clause.
9. After the instructor gave the directions, all of the students began weaving.
10. The instructor was pleased because the students worked quietly.
11. While the students practiced, the instructor walked around the room answering
questions.
12. Because there were only ten sets of materials, two students shared.
13. Each person helped clean up, since this was the last class of the day.
14. When the class was over, the students thanked the teacher.
15. Before the students left, they showed their baskets.
Write a sentence about making baskets that contains one independent clause and
one dependent clause. Draw one line under the independent clause. Draw two lines
under the dependent clause.
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Name Clauses and
Phrases; Complex Sentences
Lesson 9Label each sentence simple, compound, or complex.
1. My favorite material for weaving is pine.
2. Rita would show you her baskets, but she is too tired.
3. Before this year’s festival, I will make many baskets.
4. After we finish this one, let’s stop for the day.
5. There are so many types of baskets that I would like to make.
6. My friend and I asked for help in finding the right type of plants.
7. Eva made this basket, and I think it is so pretty.
8. I am happy that Paolo likes this basket, since it is my favorite.
Combine the pairs of sentences to make complex sentences. Use commas when they are needed. The connecting words in the box may help you.
9. Ms. Tamez goes to the mountains often. They are near her home.
10. Robert collects branches. Ms. Tamez looks for branches, too.
11. They found the plants they want. They walk home.
12. Robert and Ms. Tamez begin weaving. They eat dinner.
although if because beforewhen after since
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Name
Lesson 9Read this part of a student’s rough draft. Then answerthe questions that follow.
(1) When Sonia wakes up in the morning, the fi rst thing she does is go to her
window. (2) Although she could listen to the radio she likes to check the weather
by looking outside. (3) Sonia wakes her sisters, and she prepares a picnic lunch.
(4) Since the weather is nice the girls will collect plants for weaving. (5) Th e
basket festival is next month!
1. Which is an independent clause?
A When Sonia wakes up in the
morning (Sentence 1)
B Although she could listen to
the radio (Sentence 2)
C she likes to check the weather by
looking outside (Sentence 2)
D Since the weather is nice
(Sentence 4)
2. Where should there be a comma in
Sentence 4?
A after the word since
B after the word nice
C after the word girls
D after the word picnic
3. Which is NOT a complex sentence?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 4
4. Which is a simple sentence?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 5
5. Which is a dependent clause?
A the fi rst thing she does is go to
her window (Sentence 1)
B Sonia wakes her sisters
(Sentence 3)
C she prepares a picnic lunch
(Sentence 3)
D Since the weather is nice
(Sentence 4)
6. Which has a dependent clause that
needs a comma?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 5
Grammar–Writing Connection
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Name Clauses and
Phrases; Complex Sentences
Lesson 9Rewrite each sentence. Add the type of clause shown in parentheses. Remember to add commas as needed.
1. Although baskets are mostly used to hold things,
. (independent)
2. Before I use any materials for weaving,
. (independent)
3. Maya collected weaving materials in the mountains. (dependent)
4. her mother showed her how to weave. (dependent)
Make complex sentences from the sentence pairs. Underline the independent clause once and the dependent clause twice. The first one is done for you.
5. My school days end at 3:30 P.M. I help my family weave baskets.
6. Artie wants to learn to weave. He can take free classes.
7. My mother collects pine needles. She soaks them in water.
8. Marian cuts many reeds. She will make baskets for the festival.
9. Tonya finds a book about weaving. She tries to make a basket.
10. The weavers sit down. They are ready to begin weaving.
When my school days end at 3:30 P.M., I help my family weave baskets.
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Name
Lesson 10
Grammar–WritingConnection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) My family cooks and eats dinner together. (2) We plan the week’s menus on
Saturday we go shopping for groceries on Sunday. (3) We make many diff erent
dishes. (4) My father and my sister like to make pizza, but my mother and I like
spaghetti best. (5) I think making dinner is fun, but it is not as much fun as eating it!
1. Which sentence is a
run-on sentence?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 5
2. Which are the simple predicates
of Sentence 1?
A My and family
B family and cooks
C cooks and eats
D eats and dinner
3. Which of these sentences is
a simple sentence?
A Sentence 2
B Sentence 3
C Sentence 4
D Sentence 5
4. Which sentence has a
compound subject AND
is a compound sentence?
A Sentence 1
B Sentence 3
C Sentence 4
D Sentence 5
5. Which describes Sentence 5?
A compound sentence
B simple sentence
C compound subject
D compound predicate
6. Which is the subject of both parts
of Sentence 2?
A groceries
B Saturday
C menus
D We
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Name
Lesson 10
Grammar–WritingConnection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Aunt Millie stood on the dock by her sail boat. (2) She suggested a trip
across the lake. (3) Although I was nervous I agreed. (4) Before we could leave,
we had to get everything ready. (5) After we prepared the boat, we sailed into the
deep waters. (6) Because it was a great trip, I learned to love sailing!
1. Which of these is NOT a
dependent clause?
A Although I was nervous
B Before we could leave
C I learned to love sailing!
D Because it was a great trip
2. Which is the preposition in
Sentence 2?
A she
B suggested
C a
D across
3. Which is the object of the
preposition in Sentence 5?
A we
B boat
C sailed
D waters
4. Which sentence has two
prepositional phrases?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 4
5. Which of these sentences is NOT
a complex sentence?
A Sentence 2
B Sentence 4
C Sentence 5
D Sentence 6
6. Which sentence has a dependent
clause that is missing a comma?
A Sentence 1
B Sentence 3
C Sentence 5
D Sentence 6
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Name Common and Proper Nouns
Lesson 11Write common or proper to identify each underlined noun.
1. The insect rests on the branch.
2. Thea takes a walk in the woods.
3. The tree is very tall.
4. My mother is in the garden.
5. Grandpa picks flowers.
6. The children see butterflies in the field.
7. The worm crawls along the ground.
8. Darron searches for frogs by the creek.
9. There is a picnic by the lake on Labor Day.
Rewrite each sentence. Underline the common nouns. Circle the proper nouns.
10. My class celebrates Earth Day.
11. We learn about many different animials.
12. Our teacher is Mrs. Abrams.
13. She talks about pandas and gorillas.
14. Marie asks a question.
15. On Friday we write reports.
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Name Common and Proper Nouns
Lesson 11Write the abbreviation for each of the following words.
1. February
2. Thursday
3. Avenue
4. ounces
5. August
6. miles
7. Street
Rewrite the words below. Replace each abbreviation with the full word.
8. Dr. Vilar
9. Henderson Rd.
10. Mt. Mitchell
11. 20 cm
12. Mr. McDonald
13. Oct. 23
14. Tues.
15. Mrs. Pilmar
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Name
Lesson 11
Grammar–WritingConnection
Read this part of a student’s rough draft. Thenanswer the questions that follow.
(1) In the winter many butterfl ies migrate to mexico. (2) Millions
of Butterfl ies fl y across the United States. (3) My friend Jeremiah
lives in Texas. (4) He counts the monarchs he sees migrating. (5) On
September 12, jeremiah counts more than 100 butterfl ies in one hour!
1. Which word in Sentence 1 should
be capitalized?
A winter
B many
C butterfl ies
D mexico
2. Which is the correct abbreviation for
United States in Sentence 2?
A Un.St.
B US
C US.
D U.S.
3. Which word is a common noun in
Sentence 3?
A friend
B Jeremiah
C lives
D Texas
4. Which word in Sentence 2 should
NOT be capitalized?
A Millions
B Butterfl ies
C United
D States
5. Which is the correct abbreviation for
the word September in Sentence 5?
A Sep.
B Spt.
C Sept.
D Septem.
6. Which word in Sentence 5 should be
capitalized?
A counted
B jeremiah
C butterfl ies
D hour
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Name Common and Proper Nouns
Lesson 11Fill in each blank with a common noun.
1. At the , we learned about ocean animals.
2. The tour guide showed us a model of a .
3. We also saw a film about .
4. Learning about the was my favorite part.
5. Our , Ms. Rodondo, told us to get on the bus.
6. When we got back to , we wrote reports.
7. I told my about my field trip.
Fill in each blank with a proper noun. Use abbreviations for titles of people.
8. is a park ranger.
9. We go swimming in the .
10. The park is closed on .
11. Tara and like to collect rocks.
12. My dog, , barks at the birds.
13. Around the campfire, we sing a song called .
14. drives me home.
15. On , I write about our visit to the park.
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Name Singular andPlural Nouns
Lesson 12Draw a line under each noun. Write an S for each singularnoun and a P for each plural noun.
1. The trip to the mountains was fun.
2. The visitors came from around the world.
3. My friend collected rocks.
4. The smallest stones were found by the stream.
5. There were rare gems at the museum.
6. The most valuable ones were displayed in cases.
7. The guide said that rocks are made of minerals.
Rewrite each sentence. Complete each one with the plural form of the word in parentheses ( ).
8. The scientists found . (fossil)
9. They heard erupt. (volcano)
10. The damage was caused by . (earthquake)
11. The were buried under ash. (city)
12. We enjoyed our geology . (class)
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Name Singular andPlural Nouns
Lesson 12Write the plural form of each noun.
1. person
2. man
3. woman
4. life
5. shelf
6. leaf
7. moose
8. fish
9. goose
10. deer
Rewrite each sentence. Replace the underlined word with the plural formof the noun.
11. The child and the guide hiked up the hill.
12. The rocks were sharp under their foot.
13. They saw mouse run across the ground.
14. One tree had marks from a bear’s tooth.
15. The campers had packed their knife for cooking.
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Name
Lesson 12
Grammar–WritingConnection
Read this part of a student’s rough draft. Then answerthe questions that follow.
(1) I live in a big city. (2) When I want to play outdoors, I go to one
of the park. (3) At the park, I can play with other child. (4) I can see fi sh
in the ponds, berries on the bushes, and birds and butterfl ies in the air.
(5) Sometimes I play hide-and-seek among the tree. (6) I can do
activities at the park for fun.
1. Which is the correct plural form of
the word city?
A citys
B cities
C cites
D cityes
2. Which is the correct plural form of
the underlined word in Sentence 2?
A parkes
B parx
C parks
D park
3. Which is the correct plural form of
the underlined word in Sentence 3?
A children
B childs
C childes
D childies
4. How many plural nouns are in
Sentence 4?
A three
B four
C fi ve
D six
5. Which word in Sentence 5 should be
a plural noun?
A Sometimes
B play
C hide-and-seek
D tree
6. Which is the singular form of the
plural noun activities in Sentence 6?
A activiti
B activitie
C activity
D activitey
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Name Singular andPlural Nouns
Lesson 12
Last week, I toured the (4) farm outside of town. At the fi rst farm, I saw
(5) pig, (6) horse, and (7) cow. Some of the cows had recently had (8) baby. Young
cows are called (9) calf. Th e (10) owner of the farm told me many interesting
(11) story about life on a farm. Th ey also told me about some of the (12) job they
do. One job is to feed the (13) animal. Another job is to shear the (14) sheep and
the (15) lamb. I enjoyed my visit very much.
Rewrite each sentence. Complete it with the plural form of the word in parentheses ( ).
1. Did you see the wild on the island? (pony)
2. We saw blueberry on that hill. (bush)
3. The ran through the forest. (fox)
Rewrite the paragraph. Change the underlined singular nouns to plural nouns.
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Name PossessiveNouns
Lesson 13Rewrite each phrase, using a possessive noun.
1. the paddle of the boy
2. the water of the campers
3. the canoe belonging to my aunt
4. the leaves of the trees
5. the nest of the birds
6. the cabin belonging to my grandfather
7. the backpack of my sister
8. the dog of the girls
9. the hose of the firefighter
Rewrite each sentence, using the possessive form of the noun in parentheses ( ).
10. My tent is red and blue. (uncle)
11. The camping trip is a great success. (family)
12. The boy heard the barks. (dogs)
13. Aunt Meg takes the boots to the shed. (boys)
14. The camp is down the hill. (women)
15. The concern is that the bridge is not safe. (park rangers)
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Name PossessiveNouns
Lesson 13Identify each underlined noun as plural, singularpossessive, or plural possessive.
1. At the park’s entrance, there is an information booth.
2. The booth’s sign asks visitors to be careful.
3. It is visitors’ responsibility to prevent forest fires.
4. Matches are used to light a campfire.
5. Sometimes fires’ flames do not go out immediately.
6. When the fire is out, pour water over the ashes.
7. Dry grasses catch fire quickly.
8. A tree’s leaves can burn, too.
9. Firefighters watch the forest from tall lookout towers.
10. A firefighter’s tools for fighting fires include hoses.
Write the plural, singular possessive, and plural possessive form of each noun.
11. moose
12. calf
13. goose
14. wolf
15. knife
16. community
17. dish
18. song
19. glove
20. table
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Name
Lesson 13
Grammar–WritingConnection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Last summer, my friend’s and I went to an orchard to pick apples.
(2) � e orchard’s owners gave us baskets and showed us the rows of apple
trees. (3) � e apples’ scent was sweet. (4) On each tree’s trunk there was a
ladder. (5) My friends and I climbed up the ladders’ rungs until we were
hidden in the trees’ leaves. (6) We picked apples until our baskets were full.
1. Which word in Sentence 2 is a
singular possessive noun?
A orchard’s
B owners
C baskets
D rows
2. In which sentence is the word tree
written as a plural possessive noun?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 5
3. Which form of the word apple is
NOT in the passage?
A singular
B singular possessive
C plural
D plural possessive
4. Which describes the word
ladders’ in Sentence 5?
A singular noun
B singular possessive noun
C plural noun
D plural possessive noun
5. Which sentence contains a
possessive noun that should be
written as a plural noun?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 4
6. Which describes the word baskets in
Sentence 6?
A singular noun
B singular possessive noun
C plural noun
D plural possessive noun
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Name PossessiveNouns
Lesson 13Identify each underlined noun as plural, singularpossessive, or plural possessive.
1. The boys’ trip down the river was exciting.
2. I put the children’s names on their backpacks.
3. The kayak’s paddle was missing.
4. There were two seats in the large kayak.
5. The instructor told them to grab the paddle’s handle.
6. The rushing sounds of running water got louder.
7. They fastened their lifejackets’ straps tightly.
Rewrite each sentence, using the possessive form of the noun in parentheses ( ).
8. The favorite acitivity is to hike the trails near the school.
(students)
9. Adina knows which of the signs to follow. (trail)
10. Her wish is to become a park ranger. (life)
11. Using the map, we can find the location. (campsite)
12. I hold onto the handrail as I cross the river. (bridge)
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Name Pronouns andAntecedents
Lesson 14Underline the pronouns. Circle each pronoun’s antecedent.
1. The farmer was happy when she got home.
2. Beth led the cow into her stall.
3. The man knew he had to buy more seeds.
4. When the trees grew tall, they shaded the house.
5. The horses saw the hay and began eating it.
6. Mr. Smith picked up the tools and put them in the shed.
7. Ms. Daniels has boots, but they are too small.
Rewrite each sentence. Replace the underlined word or words with pronouns.
8. The cat picked up the kittens and carried the kittens.
9. The jar of peaches fell, but the jar of peaches did not break.
10. William asked Janine if Janine would rake the lawn.
11. The vet asked the owners if the owners had any questions.
12. When the boy saw the horse, the boy was happy.
Write two sentences using pronouns. Trade sentences with a friend, and rewrite his or her
sentences, replacing the pronouns with nouns.
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Name Pronouns andAntecedents
Lesson 14Circle the correct pronoun in parentheses ( ).
1. The farmers planted seeds. Then the birds ate (it, them).
2. Suddenly the rain began. People said that (it, he) would ruin the crops.
3. Nancy and Pablo hugged the dog. (We, They) told the dog to be good.
4. Please put the wheat in the barn. (It, He) will get wet.
5. Tom and Gwen were happy. (She, They) had grown a prize pumpkin.
6. Daniel was tired. (He, They) decided not to do his chores.
7. A calf was born last week. (They, It) weighed about 50 pounds.
Rewrite the following paragraph, replacing the underlined word or words with a pronoun.
Jason, I want to tell (8) Jason about my trip to the mountains. (9) � e trip was
fantastic! I went with my sister, Dionne, and (10) Dionne had a good time, too.
(11) Dionne and I went to the Rocky Mountains. (12) � e Rocky Mountains
were so beautiful! Although the temperature was warm, there was snow on
(13) the Rocky Mountains. I made snowballs and threw (14) the snowballs at
Dionne. (15) Dionne laughed, and (16) Dionne started throwing snowballs, too.
Can (17) Jason believe that (18) Dionne and I had a snowball fi ght in June?
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Name
Lesson 14
Grammar–WritingConnection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Last spring, I met my friends Lydia and Gene. (2) � ey moved
here from Texas. (3) Lydia, Gene, and I met at the creek by the
school. (4) I liked to go there to listen to the water as it ran over the
rocks. (5) Lydia and Gene liked to hear them, too. (6) Soon we were
playing together every day!
1. Which word in Sentence 1 is a
pronoun?
A Last
B I
C friends
D Gene
2. Which is the antecedent for the
pronoun they in Sentence 2?
A spring
B I
C Lydia and Gene
D Texas
3. Which pronoun is used incorrectly in
the passage?
A They
B I
C it
D them
4. Which pronoun could replace the
underlined words in Sentence 3?
A They
B She
C We
D Us
5. Which word is the antecedent for
the pronoun it in Sentence 4?
A I
B there
C water
D rocks
6. Which pronoun could replace the
underlined words in Sentence 5?
A They
B We
C You
D Them
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Name Pronouns andAntecedents
Lesson 14Underline each noun. Rewrite each sentence, replacingeach noun with a pronoun.
1. Tina brushed the horse.
2. Did Carter see Helen?
3. Mr. Finn found the rake.
4. The dog shook the bone.
5. Aunt Mary went with the girls.
6. The brothers waved to Mr. Lewis.
Write each pronoun and its antecedent.
7. Dana and Giles told Lisa that she had missed riding practice. They walked her home.
8. After Phyllis saw the horse competition, she couldn’t stop talking about it. She
said it was very exciting!
9. Blake let Jasmin borrow the camera for the State Fair. She accidentally broke it.
He was not angry, because it was old.
10. Jen told Grandma and Grandpa that they make the best apple pies. They said
the pies taste good to them, too.
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Name
Lesson 15
Grammar–WritingConnection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Mistress Hernandez, the camp swimming Instructor, announced some
special events for child this Fourth of July. (2) � ere will be diving competitions,
swimming races, and boat races in dogwood lake. (3) � ere will be prizes for all
the winners of the events. (4) In the evening, a band will perform.
1. Which word in Sentence 1 should
NOT be capitalized?
A Mistress
B Instructor
C Fourth
D July
2. How should the underlined noun in
Sentence 1 be written?
A childs
B childies
C childes
D children
3. Which of these is the correct
abbreviaton for the underlined word
in Sentence 1?
A Mr.
B Ms.
C Mrs.
D Miss
4. Which words in Sentence 2 should
be capitalized?
A diving competitions
B swimming races
C boat races
D dogwood lake
5. How many plural nouns are in
Sentence 3?
A two
B three
C four
D none
6. Which sentence has no
plural nouns?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 4
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Name Grammar–WritingConnection
Lesson 15Read this part of a student’s rough draft. Then answer the questions that follow.
(1) My cousins’, Jen and Angel, competed in a swim meet last week.
(2) My brother Pablo and I like to watch them swim, so we went to the meet,
too. (3) When Pablo and I arrived, Jen and Angel told us that they have lucky
swimsuits. (4) My cousins must be right because they each won an event!
(5) I got to hold my cousins’ trophies and celebrate with them.
1. Which is the antecedent for the
pronoun they in Sentence 3?
A Jen and Angel
B Pablo and I
C brother Pablo
D cousins
2. Which is the antecedent for the
pronoun we in Sentence 2?
A Jen and Angel
B brother Pablo
C Pablo and I
D them
3. Which describes the word
cousins’ in Sentence 5?
A singular noun
B singular possessive noun
C plural noun
D plural possessive noun
4. Which sentence has a plural
possessive noun that should
be a plural noun?
A Sentence 1
B Sentence 3
C Sentence 4
D Sentence 5
5. Which describes the word trophies in
Sentence 5?
A singular noun
B singular possessive noun
C plural noun
D plural possessive noun
6. How many pronouns are in
Sentence 3?
A one
B two
C three
D four
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Name Subject and
ObjectPronouns
Lesson 16Write SP for subject pronoun or OP for object pronoun to identify each underlined word.
1. Rebecca gave him a book about inventors.
2. Kyle asked us to help design a racing sled.
3. We were excited about helping invent a new toy!
4. They tested the racing sled on the hill.
5. It worked really well!
6. Kyle was proud of it.
7. They looked cold and tired.
8. Rebecca invited them inside for milk and cookies.
9. She said that chocolate chip cookies were her favorite snack.
Rewrite each sentence. Replace the underlined word or words with a pronoun.
10. The fire escape was invented by Anna Connelly.
11. Drake and Claude developed a new type of backpack.
12. Maria Beasley designed the first life raft.
13. Eli Whitney created many useful things.
14. Would these inventions win prizes?
15. The decision was not up to you and me.
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Name Subject and
ObjectPronouns
Lesson 16Rewrite each sentence. Choose the correct words inparentheses ( ).
1. (Tim, Lisa, and I/I, Tim, and Lisa) are making a presentation.
2. Our teacher asked (Tim and me/me and Tim) to do some research.
3. Then (I and Lisa/Lisa and I) worked on the next part.
4. (I and she/She and I) drew pictures of famous inventions.
5. Tim read his introduction to (me and Lisa/Lisa and me).
6. Our teacher congratulated (Tim, Lisa, and me/me, Tim, and Lisa).
If the order of pronouns in the sentence is correct, write correct. If the order is incorrect, rewrite the sentence correctly.
7. I and Lana read a book about Sarah Goode.
8. She and I studied women inventors.
9. I and you must decide which book to read next.
10. Heather invited Dominic and me to study with her.
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Name
Lesson 16
Grammar–WritingConnection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Today me and Ella learned about an inventor named Sarah
Goode. (2) Have you heard of Sarah Goode? (3) In the 1880s, she saw that
families living in cities had very small apartments, and families needed to
save space. (4) Her designed a new kind of bed. (5) folded into
a cabinet and became a desk. (6) I think that invention is clever!
1. Which words should replace the
words me and Ella to correct
Sentence 1?
A Ella and me
B Ella and I
C I and Ella
D he and Ella
2. Which pronoun would best
complete Sentence 5?
A She
B They
C It
D Them
3. Which pronoun could replace the
words Sarah Goode in Sentence 2?
A her
B she
C it
D them
4. Which of the following sentences
has an incorrect pronoun?
A Sentence 2
B Sentence 3
C Sentence 4
D Sentence 5
5. Which pronoun could replace the
second families in Sentence 3?
A we
B them
C they
D he
6. Which pronoun could replace the
words that invention in Sentence 6?
A her
B it
C they
D us
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Name Subject and
ObjectPronouns
Lesson 16Fill in each blank with a pronoun from the box. Not all of the pronouns will be used.
1. James thinks would like to design video games.
2. Dion showed a model of the toy he made.
3. My friend Noelle invented a game, and we played .
4. told Rafiq that his idea would save people time.
5. Pia and entered the competition together.
6. Damien is nervous, but his friends will be there with .
7. Raven asked Ron and to help.
Rewrite each sentence. Replace the underlined word or words with a pronoun. Write subject or object to identify each kind of pronoun.
8. Fred gave a report on Tabitha Babbitt.
9. Tabitha Babbitt invented the circular saw.
10. Trey and Marie told Fred the report was terrific.
me her it him I shehe they we us them
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Name Possessive
and Refl exivePronouns
Lesson 17Write the possessive pronoun that could replace eachgroup of words.
Before a Noun Stand Alone
1. belonging to us
2. belonging to them
3. owned by the boy
4. belonging to me
5. belonging to you
6. the girl‘s
Rewrite each sentence, replacing the underlined word or words with a
possessive pronoun.
7. This is Danita’s painting.
8. The paper on the easel is Patrick’s.
9. “I think Danita’s painting is the best,” says Danita.
10. Simon and Donna announce that the drawing is Simon’s and Donna’s.
If you were to draw a picture of yourself, what would it look like? Use possessive
pronouns to write three sentences describing the picture. Include possessive
pronouns that are used before nouns and possessive pronouns that stand alone.
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Name Possessive
and Refl exivePronouns
Lesson 17Choose the reflexive pronoun that can replace each noun or pronoun.
1. they
2. I
3. the chair
4. we
5. the girl
6. you
7. the boy
Rewrite the sentences. Choose the correct reflexive pronoun in parentheses ( ).
8. Jerome wanted to paint (himself/themselves).
9. We looked at (herself/ourselves) in the mirror.
10. Would you like to draw (yourself/itself)?
11. Did you think you could do it all by (yourselves/himself)?
12. The woman said she would buy the paints (himself/herself).
itself yourself herself themselveshimself myself ourselves
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Name
Lesson 17
Grammar–WritingConnection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Our teacher announced, “Today you will make a painting of your favorite
thing.” (2) She said the students could decide what to paint all by .
(3) At fi rst, many students just stared at the students’ blank papers. (4) # en a
boy named Fernando began painting birds on Fernando’s paper. (5) Lucia began
painting basketballs on hers. (6) Soon we were all enjoying ourselves!
1. Which is a reflexive pronoun?
A Our (Sentence 1)
B your (Sentence 1)
C hers (Sentence 5)
D ourselves (Sentence 6)
2. Which is the correct reflexive
pronoun to fill in the blank in
Sentence 2?
A themselves
B theirself
C themself
D themselfs
3. Which pronoun could replace the
underlined words in Sentence 3?
A my
B their
C its
D our
4. Which sentence has a possessive
pronoun that stands alone?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 5
5. Which of these pronouns could
replace the underlined word in
Sentence 4?
A your
B her
C his
D its
6. Which is the antecedent for the
pronoun ourselves in Sentence 6?
A boy
B Lucia
C basketballs
D we
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Name Possessive
and Refl exivePronouns
Lesson 17Write the pronoun in each sentence. Then write P if it is possessive or R if it is reflexive.
1. The artists were pleased with their work.
2. The woman admired her paintings.
3. Juanita painted all of the portraits herself.
4. I gave my painting to a dear friend.
5. The sculpture was ours.
6. Did Maria put a price tag on yours?
7. William and Peter put the exhibit together themselves.
Rewrite each sentence. Correct any errors in the use of possessive orreflexive pronouns.
8. Kyle said the illustration belonged to his.
9. That was mine picture!
10. Andrea put hers art supplies in the cabinet.
11. We helped ourself to more oil paints.
12. Joanie and Niall said they colored the poster himself.
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Name Adjectives andArticles
Lesson 18Complete each sentence. Add an adjective of the typeshown in parentheses ( ).
1. The art students packed their supplies. (what kind?)
2. Douglas collected paintbrushes. (how many?)
3. Sophie put tubes of paint in a box. (how many?)
4. The teacher led them to the garden. (what kind?)
5. The students discussed the landscape. (what kind?)
6. They sketched for hours. (how many?)
7. butterflies I was drawing flew away! (which ones?)
8. Elena sat on the step. (which one?)
9. She had a talent. (what kind?)
10. I thought her painting was ! (what kind?)
Rewrite each sentence. Choose the correct articles from the parentheses ( ).
11. (A/The) workers sat down in (a/the) chairs.
12. (An/The) group was meeting in (a/an) auditorium.
13. Reese suggested (a/an) idea for (a/an) website.
14. (A/The) bosses applauded her creativity.
15. It was (a/an) exciting meeting!
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Name Adjectives andArticles
Lesson 18Underline the adjectives in each sentence. Then circlethe noun each adjective describes.
1. The young girl was excited.
2. The tall, thin poet stood on the stage.
3. The white spotlight was bright.
4. Many excited people sat in the audience.
5. The man opened his small, worn book.
6. In a warm, deep voice he read the poem.
7. The elderly woman enjoyed the wonderful performance.
Complete each sentence using two adjectives from the box. Use each adjective only once. Use correct punctuation.
several bright colorful pretty uglyexciting young many big dirty
8. The lot was on the corner.
9. children discussed how to clean it up.
10. A girl said they should paint a mural.
11. One boy suggested planting flowers.
12. The project was a success!
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Name
Lesson 18Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Five big clowns got out of the tiny car. (2) � ey ran around in their big
orange shoes. (3) � e fi rst clown made a loud noise, and two other clowns fell
down. (4) A small child looked happy. (5) Suddenly the clowns threw their funny
colorful hats into the air and ran away. (6) � e circus tent became quiet again.
1. Which adjective in Sentence 3 tells
how many?
A fi rst
B loud
C other
D two
2. How many adjectives are in
Sentence 1?
A one
B two
C three
D four
3. Which of these words is NOT
an adjective?
A Five (Sentence 1)
B car (Sentence 1)
C happy (Sentence 4)
D funny (Sentence 5)
4. Which sentence is missing a comma
between two adjectives?
A Sentence 1
B Sentence 3
C Sentence 5
D Sentence 6
5. What does the adjective colorful in
Sentence 5 tell the reader?
A how many
B which one
C which way
D what kind
6. Which sentence has no articles?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 6
Grammar–WritingConnection
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Name Adjectives andArticles
Lesson 18Rewrite the letter. Add an adjective or adjectives todescribe each underlined noun. Correct the articleswhen necessary.
Dear Mom and Dad,
I am having a (1) time at camp. After (2) days, I met (3) friends. We do
(4) activities together.
One (5) activity is arts and crafts class. I make (6) pots and paint them
(7) colors. It takes (8) work, but I will be able to bring a (9) pot home to you!
I am happy to be at (16) camp, and I feel lucky to have (17) parents.
Please give my (18) dog a (19) hug from me.
Your (20) son,
Kyle
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Name Comparingwith Adjectives
Lesson 19Write the form of the adjective used to compare people,places, or things.
Compare One with One Compare One with More than One
1. interesting
2. happy
3. great
4. hungry
5. amazing
6. cold
Rewrite each sentence. Use the correct form of the adjective in parentheses.
7. The apple tree was the of all the trees. (old)
8. The apple is a fruit than the pear. (popular)
9. Leo said that strawberries are the fruit of all. (delicious)
10. The pears were the pears he had ever eaten. (juicy)
11. “This pear is than that pear,” stated the girl. (small)
12. A grapefruit is than an orange. (large)
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Name Comparingwith Adjectives
Lesson 19Complete each sentence with a correct form of good.
1. Aunt Jackie’s pumpkin pie is than the one from the store.
2. Adding extra spices to the pie filling is a idea.
3. Rene’s apple pie is than her last apple pie.
4. The competition is to find who makes the peach preserves.
5. To grow the flowers, you have to work hard.
6. Grandpa tells me that his garden is than his neighbor’s garden.
7. Luis thinks this book is .
8. Of all of the stories I have read, this story is the .
9. Do you think the ending of the story is ?
10. That was the of the three books.
Complete each sentence with a correct form of bad.
11. That peach tasted .
12. This year’s harvest was than last year’s.
13. Aunt Lin said the berry crisp was the she has ever tasted.
14. The old scarecrow looks .
15. Jalinda said this year’s lemons were the she has ever seen.
16. John said that I was not a gardener than he was.
17. I did not enjoy cooking because I was the chef in my family.
18. The preserves were , and I did not eat them.
19. The weather was today than yesterday.
20. Yesterday I felt because I ate too many crabapples.
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Name
Lesson 19
Grammar–WritingConnection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Patty’s Pies is the great bakery. (2) It has the most best cherry pie.
(3) My friend Lee says that its apple pie is the delicious he has ever had.
(4) � e staff is more nice than the staff at the other local bakery. (5) You may
notice that the decorations at Patty’s Pies are than those at the other
bakery. (6) However, the pies are better at Patty’s, and that is what counts!
1. Which is the correct way to write
great when comparing three or
more things (Sentence 1)?
A greatest
B more great
C most great
D correct as is
2. Which word or words should
replace the underlined words
in Sentence 2?
A more good
B best
C more better
D correct as is
3. Which word or words should
replace the underlined word in
Sentence 3?
A deliciousest
B more delicious
C most delicious
D correct as is
4. Which word or words should
replace the underlined words
in Sentence 4?
A more nicer
B most nice
C nicer
D nicest
5. Which adjective should fill in the
blank in Sentence 5?
A old
B older
C oldest
D more older
6. Which sentence uses an adjective
correctly to compare two things?
A Sentence 2
B Sentence 3
C Sentence 5
D Sentence 6
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Name Comparingwith Adjectives
Lesson 19Write the correct comparative form of theunderlined adjective.
1. Sean’s basket of apples was heavy than Ollie’s basket.
2. The tree in the front yard was large than the tree in the backyard.
3. Don said it was the amazing tree he had ever seen.
4. The field trip to the orchard was the fun I have had all week.
5. Of all the fruits, the cherry is the good fruit.
6. Don’t you think that was the interesting field trip of all?
Rewrite each sentence. Correct the errors in the use of adjectives.
7. Fran chose the colorful of the three cakes.
8. Was that menu most recent than the one we have at home?
9. Ana ate dinner more later than Tyrone.
10. That meal was the most better meal that Kate had ever eaten.
11. The pie tasted more bad than the cheesecake.
12. Mr. Young says the pastries are tastiest than the ones he made.
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Name
Lesson 20Read this part of a student’s rough draft. Then answerthe questions that follow.
(1) � is month our reading club had its anniversary party. (2) I baked the
cake for the party myself. (3) My friends Raoul and Belinda helped me decorate
it. (4) Raoul, Belinda, and I made the cake look like our club’s fi rst book.
(5) Raoul did the writing on the cake by . (6) � ere were other
desserts at the party, but the best one was ours!
1. Which is NOT a possessive pronoun?
A our (Sentence 1)
B its (Sentence 1)
C myself (Sentence 2)
D My (Sentence 3)
2. Which pronoun could replace the
underlined words in Sentence 4?
A They
B We
C Us
D You
3. Which of the following sentences
has a possessive pronoun that is not
used before a noun?
A Sentence 2
B Sentence 4
C Sentence 5
D Sentence 6
4. Which is the antecedent for the
pronoun it in Sentence 3?
A club
B party
C cake
D friends
5. Which reflexive pronoun could fill
the blank in Sentence 5?
A yourself
B ourselves
C himself
D themselves
6. Which sentence has the most
pronouns?
A Sentence 1
B Sentence 3
C Sentence 4
D Sentence 6
Grammar–WritingConnection
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Name
Lesson 20Read this part of a student’s rough draft. Then answer the questions that follow.
(1) � e best pet Sandy ever owned was a small friendly pig named Gertrude.
(2) She thought this pig was the most cute animal she had ever seen. (3) Sandy
took good care of an adorable pig. (4) � e most fun was taking Gertrude for walks
down the street. (5) People gave Sandy most cheerful greetings than when she
walked by herself. (6) “A pig is better than a dog for a pet!” said Sandy.
1. Which adjective from the passage
tells which one?
A best
B this
C good
D fun
2. Which is the correct way to write
cute when comparing more than
two things in Sentence 2?
A more cute
B more cuter
C cuter
D cutest
3. Which is the correct word to replace
the article in Sentence 3?
A a
B the
C its
D correct as is
4. Which word or words should
replace the underlined words
in Sentence 5?
A cheerfuller
B cheerfullest
C more cheerful
D correct as is
5. Which sentence is missing a comma
between two adjectives?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 5
6. Which noun does the adjective
better describe in Sentence 6?
A pig
B dog
C pet
D Sandy
Grammar–WritingConnection
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Name Main and Helping Verbs
Lesson 21Underline the verb in each sentence.
1. We moved here last week.
2. I met a new friend today.
3. The librarian told me a story.
4. Long ago, a princess visited our town.
5. She brought her dog with her.
6. Many children read the book.
7. Older people remember the event.
Rewrite each sentence. Use a verb to complete each one.
8. She through the park.
9. My school day at 8:30 A.M.
10. The large dog to the child.
11. I the family that lives upstairs.
12. The family three children.
13. My father the large box.
14. Do you animals?
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Name Main and Helping Verbs
Lesson 21Underline the main verb. Circle the helping verb.
1. Toby’s pet fish was swimming in the tank.
2. They have not purchased the fish bowl yet.
3. Toby’s mother was walking to the pet store.
4. She will buy the largest fish bowl.
Rewrite each sentence. Use a helping verb and a form of the verb in parentheses ( ).
5. My dog (behave) inside the house.
6. A bear (scare) me, too.
7. The newspaper (publish) an article about the incident.
8. The woman (shake) her head.
9. You (go) outside to play.
10. The class (end) early today.
11. The schoolchildren (write) stories about their pets.
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Name
Lesson 21
Grammar–Writing Connection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) My friend’s dog escaped from the yard. (2) She had
squeezed through the fence. (3) She ran down the street. (4) Soon
she was panting hard. (5) � en we caught her. (6) We will defi nitely
fi x the hole in the fence!
1. Which has a helping verb?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 5
2. Which is NOT a main verb in
the passage?
A escaped (Sentence 1)
B had (Sentence 2)
C caught (Sentence 5)
D fi x (Sentence 6)
3. Which are the main verbs in
Sentences 2 and 6?
A squeezed and fi x
B had and fi x
C had and will
D squeezed and defi nitely
4. Which verb is NOT a helping
verb in the passage?
A had (Sentence 2)
B was (Sentence 4)
C caught (Sentence 5)
D will (Sentence 6)
5. Which sentence does NOT
have a helping verb?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 6
6. Which sentence has another
word between the helping verb
and the main verb?
A Sentence 1
B Sentence 4
C Sentence 5
D Sentence 6
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Name Main and Helping Verbs
Lesson 21For each sentence, write the main verb. Then write the helping verb.
1. This dog food is made for larger dogs.
2. One bag of food can feed two adult Dalmatians.
3. I have developed a special formula for the food.
4. It could satisfy the hungriest of dogs!
5. This customer would like a sample.
6. I am buying two bags of this dog food.
Choose a helping verb from the box to complete each sentence. You may use a helping verb more than once or not at all.
7. The store staying open until 7:00 P.M.
8. Which flavor of ice cream you like?
9. Katie not make her choice yet.
10. she ever eaten a banana split?
11. My family bring potato salad to the picnic.
12. We see huge storm clouds in the sky.
13. If it rains, the picnic be canceled.
14. we meeting at the park?
15. The weather forecast says that we have sunny weather.
are would could shoulddid has will is
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Name Action and Linking Verbs
Lesson 22Underline the verb in each sentence. Write action or linking to tell what kind of verb it is.
1. The family travels far from home.
2. We stay with my mother’s sister.
3. They are very welcoming.
4. My father is a hard worker.
5. A union helps the workers.
6. Our new home seems nice.
7. My brothers and I speak Spanish.
Rewrite each sentence. Complete it with the kind of verb shown inparentheses ( ).
8. Marco music on his guitar. (action)
9. He a talented musician. (linking)
10. The children anxious about traveling. (linking)
11. My friends and I to the park. (action)
12. The whole family good-bye. (action)
Write four sentences about your family. Use two action verbs and two linking verbs.
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Name Action and Linking Verbs
Lesson 22Underline the action verbs. Circle the linking verbs.
1. Claudio visits his grandparents in Mexico.
2. He feels excited about the trip.
3. Claudio’s grandparents are happy about the visit, too.
4. Finally, the boy arrives.
5. A young girl named Juanita says hello.
6. She is about Claudio’s age.
7. Claudio and Juanita play together.
Rewrite each sentence. Complete each one with a verb. Then write whether you used an action verb or a linking verb.
8. The young girl in a diary.
9. She worried.
10. The mother the girl.
11. People to a new country every day!
12. Soon, all of the relatives together again.
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Name
Lesson 22
Grammar–Writing Connection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Many people are on the bus. (2) � e driver checks our tickets.
(3) I feel nervous, but my brothers are excited. (4) We fi nally arrive at the
bus station. (5) Our father is there! (6) He hugs and kisses all of us.
1. Which sentence has a linking verb?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 6
2. Which is NOT an action verb?
A checks (Sentence 2)
B feel (Sentence 3)
C arrive (Sentence 4)
D hugs (Sentence 6)
3. Which describes the two verbs in
Sentence 3?
A Feel is linking and are is action.
B Feel is action and are is linking.
C They are both action verbs.
D They are both linking verbs.
4. Which is NOT a linking verb?
A are (Sentence 1)
B feel (Sentence 3)
C arrive (Sentence 4)
D is (Sentence 5)
5. Which sentence has an action verb?
A Sentence 1
B Sentence 3
C Sentence 4
D Sentence 5
6. Which describes the two verbs in
Sentence 6?
A Hugs is linking and kisses is action.
B Hugs is action and kisses is linking.
C They are both action verbs.
D They are both linking verbs.
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Name Action and Linking Verbs
Lesson 22Write the main verb in each sentence. Then label each one as action or linking.
1. The car ride is long.
2. Raoul and Hector are tired from the trip.
3. That night, Mr. Diaz falls asleep immediately.
4. My mother and aunts cook breakfast.
5. Our home seems so far away.
6. I think about my friends there.
Add a verb to complete each sentence. Write action or linking to tell what kind of verb you used.
7. The city noisy.
8. Lola her bicycle.
9. A girl across the yard.
10. She friendly.
11. Hugo used to the city sounds.
12. I a quarter.
13. Lola a tree in the park.
14. I an ice-cream cone.
15. The ice cream delicious.
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Name
Present-Tense Verbs;
Subject-Verb Agreement
Lesson 23Circle the correct present-tense form of the verb in parentheses ( ).
1. A cricket (jump, jumps) high in the air.
2. It (has, have) strong legs.
3. Do you (see, sees) many crickets in the city?
4. The big cat (look, looks) at the small insect.
5. The mice (hide, hides) behind the cupboard.
6. At the newsstand, workers (sell, sells) newspapers.
7. The subway (travel, travels) underground.
8. Mario (make, makes) a cage for his pet cricket.
9. My mother (think, thinks) crickets are noisy.
10. Some insects (chirp, chirps) loudly.
Rewrite each sentence. Use the correct present-tense form of the verb in parentheses ( ).
11. Many birds (eat) insects.
12. A cricket (rub) its wings together to make noise.
13. An insect (have) three body sections.
14. Bees, butterflies, and wasps (fly) around our garden.
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Name
Present-Tense Verbs;
Subject-Verb Agreement
Lesson 23Write the form of the verb be in each sentence. Then write whether the subject is singular or plural.
1. They are at the theater already.
2. I am late for the show.
3. Her shoes are red.
4. The show is fantastic!
Rewrite each sentence with the correct present-tense form of the verb be.
5. This neighborhood near Times Square.
6. Many beautiful theaters here.
7. I amazed at the city’s enormous size.
8. There so much to see!
9. We visiting the museum today.
10. I looking forward to it.
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Name
Lesson 23
Grammar–Writing Connection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Insects are an important part of Chinese culture. (2) Paintings and
poems often insects. (3) People keep insects for entertainment,
too. (4) For example, a cricket may be kept as a pet. (5) A pet insect lives in
a small cage. (6) Its song bring joy to its owner.
1. Which sentence has a present-tense
form of the verb be?
A Sentence 1
B Sentence 3
C Sentence 4
D Sentence 5
2. Which has a plural form of a verb
that should be in the singular form?
A Sentence 1
B Sentence 3
C Sentence 5
D Sentence 6
3. Which is a verb that agrees with
its plural subject?
A keep (Sentence 3)
B makes (Sentence 4)
C example (Sentence 4)
D lives (Sentence 5)
4. Which verb could complete
Sentence 2?
A look
B has
C include
D shows
5. Which sentence has a singular
subject and a verb that agrees
with it?
A Sentence 1
B Sentence 3
C Sentence 5
D Sentence 6
6. Which change, if any, should the
student make to Sentence 6?
A Change Its to It.
B Change bring to brings.
C Change joy to joys.
D Make no change.
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Name
Present-Tense Verbs;
Subject-Verb Agreement
Lesson 23Rewrite each sentence, adding a subject from the box. Use each pronoun only once. Make sure that the subjects and verbs agree.
1. Can read a book about zoo animals today?
2. are all different kinds of animals.
3. is a really great story.
4. am not sure how it ends.
5. keeps the book on her shelf.
Write the form of the verb be in each sentence. Then write whether the subject is singular or plural.
6. We are students in Mr. Stanley’s writing class.
7. I am one of the best writers.
8. You are my favorite author.
9. This lesson is harder than last week’s lesson.
10. Mr. Stanley tells us, “You are all very talented.”
I You She It They
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Name Past and Future Tenses
Lesson 24Underline the complete verb in each sentence. Write past tense or future tense to identify the tense of each verb.
1. The photographer worked all day.
2. She used her best camera.
3. At sunset, the light faded away.
4. The photographs will be pretty.
5. She rowed the boat to shore.
6. The assistant viewed the images on the computer.
7. He will choose the best ones.
8. They shouted with happiness.
9. The editor at the newspaper will like your pictures.
10. He will pay for them.
Rewrite each sentence, using the correct form of the verb in parentheses ( ).
11. Mango trees in the orchard. (grow–past tense)
12. The leaves reddish. (look–past tense)
13. Each mango fruit a single seed. (contain–past tense)
14. Mango flowers in the spring or summer. (appear–future tense)
15. The fruit about one pound. (weigh–future tense)
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Name Past and Future Tenses
Lesson 24Complete the columns. Write the missing forms of each verb.
Rewrite the paragraph. Change the underlined present-tense verbs to their past-tense form.
PRESENT TENSE PAST TENSE FUTURE TENSE
1. check
2. drag
3. will call
4. stop
5. will study
6. rinsed
7. will watch
8. tried
9. clean
Shawn (10) visits Florida and (11) learns about swamp life. � e swamp
(12) appears wet and wooded. Shawn (13) counts many diff erent types of plants.
He (14) likes the cypress trees best. Shawn and his sister (15) look for animals,
such as turtles, otters, and herons.
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Name
Lesson 24
Grammar–Writing Connection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) We spotted two brown pelicans by the marina. (2) � ey live on the sandy
beach. (3) � e pelicans fi sh. (4) � ey will use their bills and pouches to
scoop up fi sh. (5) � ey build a nest on the ground. (6) Both the male bird and
the female bird incubate the eggs.
1. Which sentence uses the past-tense
form of a verb?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 5
2. Which is a present-tense verb that
could complete Sentence 3?
A were
B eat
C caught
D enjoyed
3. Which sentence uses a future-tense
form of a verb?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 5
4. Which change, if any, should be
made in Sentence 5 to use a
future-tense verb?
A Change build to builds.
B Change build to will build.
C Change build to built.
D Make no change.
5. Which change, if any, should be
made in Sentence 6 to use a
future-tense verb?
A Change incubate to will incubate.
B Change incubate to incubates.
C Change incubate to incubated.
D Make no change.
6. Which shows the correct present,
past, and future tenses of a verb?
A spot, spots, will spot
B life, lived, will live
C uses, used, will used
D scoop, scooped, will scoop
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Name Past and Future Tenses
Lesson 24Write the past-tense and future-tense forms of each present-tense verb.
1. remark
2. surround
3. smile
4. bloom
5. trade
6. grin
7. hurry
Rewrite each sentence. Write the future-tense verbs in the past tense. Write the past-tense verbs in the future tense.
8. The storm caused a lot of damage.
9. We will check the yard after the storm.
10. The heavy rain ruined my vegetable garden.
11. Our neighbors’ garage collapsed!
12. They will report this to their insurance company.
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Name
Lesson 25
Grammar–Writing Connection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Th e volume of the radio was loud. (2) Th e announcer was yelling about a
contest. (3) My friend Pedro had entered the contest. (4) We should listen for the
winner. (5) Wow, Pedro has won a trip to China! (6) He is so excited!
1. Which sentence has a linking verb as
its main verb?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 5
2. Which is NOT a main verb in the
passage?
A yelling (Sentence 2)
B entered (Sentence 3)
C should (Sentence 4)
D won (Sentence 5)
3. Which sentence does NOT have a
helping verb?
A Sentence 2
B Sentence 3
C Sentence 5
D Sentence 6
4. Which is NOT a helping verb in the
passage?
A was (Sentence 2)
B had (Sentence 3)
C should (Sentence 4)
D is (Sentence 6)
5. Which describes the verb entered in
Sentence 3?
A helping and linking
B main and linking
C main and action
D helping and action
6. Which are the main verbs in
Sentences 4 and 5?
A listen and won
B listen and has
C should and won
D should and has
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Name
Lesson 25
Grammar–Writing Connection
Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Jamal is going to San Francisco. (2) He will ride a train from Arizona to
California. (3) Jamal packed his bags. (4) Jamal and his sister walk to the train
station. (5) $ e conductor shout, “All aboard!” (6) Jamal hugs his sister and
jumps onto the train.
1. Which verb agrees in number with
its plural subject?
A is going (Sentence 1)
B will ride (Sentence 2)
C walk (Sentence 4)
D hugs (Sentence 5)
2. Which sentence has a future-tense
verb?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 6
3. Which sentence has a verb that does
not agree with its singular subject?
A Sentence 1
B Sentence 3
C Sentence 4
D Sentence 5
4. Which describes the verb hugs in
Sentence 6?
A past-tense
B future-tense
C present-tense
D plural
5. Which is the past-tense form of the
underlined verb in Sentence 6?
A jumped
B jump
C will jump
D jumping
6. Which sentence has a past-tense
verb?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 6
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Name Irregular Verbs
Lesson 26Write the past-tense form for each present-tense verb.
1. go
2. begin
3. wear
4. throw
Rewrite each sentence. Use the correct past-tense form of the verb in parentheses ( ).
5. Ancient people the huge bones belonged to giants. (think)
6. They wrong. (be)
7. The scientist the skull in the museum’s basement. (find)
8. He the answer to the student’s question. (know)
9. Hank’s model of a dinosaur skeleton . (break)
10. We him a new model. (give)
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Name Irregular Verbs
Lesson 26Complete the chart with the correct forms of each verb.
VERB PRESENT PASTPAST WITH HELPING VERBS (have, has, had)
1. wear wear, wears
2. go go, goes
3. know know, knows
4. break break, breaks
5. begin begin, begins
6. throw throw, throws
7. be am, is, are
8. choose choose, chooses
9. draw draw, draws
10. eat eat, eats
Write this present-tense paragraph in the past tense.
Sama (11) is a good reader. Over the summer, she (12) goes to the library every
day. Sama (13) chooses a new book each time. Then she (14) begins to read. By
the end of the summer, she (15) knows a lot about many different things.
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Name Irregular Verbs
Lesson 26Rewrite the underlined verbs in the past tense.
1. Writing stories about dinosaurs is Jane’s favorite pastime.
2. She begins with a description of the dinosaur.
3. Jane thinks of its habitat.
4. Then she writes about events from her imagination.
5. When she makes a mistake, she throws the page away.
6. The stories are always great!
7. Jane knows so much about these animals.
Write a sentence to answer each question. Use the past-tense form of the verb you see in the question.
8. When did you go to bed last night?
9. What kind of shoes did you wear yesterday?
10. When did you begin your homework?
11. What did you see on your way to school today?
12. What did you think of the book?
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Name
Lesson 26Read this part of a student’s rough draft. Then answer the questions that follow.
(1) We went to the Natural History Museum yesterday. (2) Th e tour of the
dinosaur exhibit was two hours long. (3) Th e museum guide suggested that we
wear comfortable shoes. (4) Instead, Arnie wore his brand-new boots. (5) He had
thought it was a good idea. (6) After just 15 minutes, Arnie knew he had made
a mistake!
1. Which verb from the passage is the
past-tense form of the verb go?
A went (Sentence 1)
B was (Sentence 2)
C wear (Sentence 3)
D wore (Sentence 4)
2. Which sentence has one verb in
the present tense and one in the
past tense?
A Sentence 2
B Sentence 3
C Sentence 4
D Sentence 5
3. Which two sentences have a
helping verb?
A Sentences 2 and 3
B Sentences 3 and 4
C Sentences 4 and 5
D Sentences 5 and 6
4. Which two sentences do NOT
include a past-tense form of
the verb be?
A Sentences 1 and 2
B Sentences 3 and 4
C Sentences 4 and 5
D Sentences 5 and 6
5. Which verb is the past-tense form of
the verb be?
A went (Sentence 1)
B was (Sentence 2)
C wear (Sentence 3)
D wore (Sentence 4)
6. The underlined verb in Sentence 4
is the past-tense form of which
verb?
A thrill
B throw
C think
D theft
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Name Easily Confused Words
Lesson 27Write the contraction for each word pair.
1. she is
2. is not
3. they have
4. does not
5. will not
6. should not
7. you are
8. I am
9. we had
10. it is
Label each underlined word as a contraction or a possessive pronoun.
11. We’re tired from walking so far.
12. The door wouldn’t close.
13. Its hinge is broken.
14. After lunch, they weren’t tired anymore.
15. The hikers put on their backpacks.
16. It’s a long way to the bottom of the canyon!
17. Your face looks sunburned.
18. I’ve put on sunscreen and a hat.
19. I think they’re resting.
20. Imagine you’re already at the top of the hill.
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Name Easily Confused Words
Lesson 27Circle the word in parentheses ( ) that correctly completes the sentence.
1. (It’s, Its) time to stop for water.
2. (They’re, Their) shoes are dry and dusty.
3. I count (four, for) coyotes.
4. The pack mules (no, know) which trail to follow.
5. (Your, You’re) taking some great pictures.
6. They plan to hike tomorrow, (to, too).
Rewrite each sentence. Use the correct word from the box to complete it.
7. This sleeping bag is .
8. I Dora yell with excitement.
9. We see a of buffalo!
10. me a postcard when you have time.
11. They the way to the campsite.
12. Are you sure Dora is ?
new knew heard herd right write
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Name
Lesson 27Read this part of a student’s rough draft. Then answerthe questions that follow.
(1) In two days I’m visiting Yosemite National Park with my cousins.
(2) � ey have been to the park before, but I haven’t. (3) My cousins say
they’re favorite part of the trip is seeing all of the stars at night. (4) I can’t
wait too see the stars. (5) I know its going to be fantastic!
1. Which word pair does the
contraction I’m in Sentence 1
stand for?
A I may
B I am
C I might
D I have
2. Which is the contraction for the
underlined words in Sentence 2?
A They’ve
B The’ve
C They’d
D They’re
3. Which word pair does the
contraction haven’t in Sentence 2
stand for?
A have nothing
B have no
C have not
D have never
4. Which sentence incorrectly uses a
contraction where there should be
a possessive pronoun?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 5
5. Which sentence incorrectly uses
a possessive pronoun where there
should be a contraction?
A Sentence 2
B Sentence 3
C Sentence 4
D Sentence 5
6. In which sentence is one of the
words two, too, or to used
incorrectly?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 5
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Name Easily Confused Words
Lesson 27Write the contraction for each word pair.
1. can not
2. they had
3. do not
4. you have
5. we have
6. are not
7. were not
Write whether the underlined word is correct or incorrect. If the word is incorrect, write the correct one.
8. Their are many wonderful parks in the United States.
9. I haven’t been too them all.
10. If you’ve seen the Grand Canyon, you’re lucky.
11. My sister has heard that it is more than 275 miles long.
12. I’ve read it is about won mile deep!
13. Its a five-hour trip to the deepest part of the canyon.
14. Ollie’s parents showed us their photographs of the Grand Canyon.
15. I no I want to go there some day.
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Name Adverbs
Lesson 28
Choose one adverb of each type, for example upstairs, frequently, and softly. Then
use each adverb in a sentence that compares more than two actions.
Circle the adverb. Then write whether the adverb tells where, when, or how.
1. Paul Bunyan worked hard to clear the land.
2. Paul Bunyan walked everywhere.
3. Paul fell in love with Carrie immediately.
4. Later, they got married.
5. My mother sings happily.
6. Sometimes I join in the song.
7. Niagara Falls is over there.
8. Today we are walking in Bryce Canyon.
Rewrite each sentence. Use the correct form of the adverb in parentheses ( ).
9. The Bunyan children grow than the neighbor’s children. (quick)
10. The girl wrestled a puma. (brave)
11. The family travels . (wide)
12. They enjoy their trips . (great)
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Name Adverbs
Lesson 28Underline each verb, and circle the adverb that describesit. Then write the negative from each sentence.
1. Nobody chops down trees better than Paul Bunyan.
2. It was not difficult for him to cut trees more quickly than other loggers.
3. No ox worked harder than Babe.
4. No place looks more beautiful than Big Sur.
5. I’ve never met anyone who could sing more loudly than Sue.
Rewrite each sentence correctly, with only one negative.
6. He had never seen no big mountains before.
7. There is not nothing wrong with being a lumberjack.
8. The other loggers were not never as fast as Paul.
9. Paul hadn’t seen nothing like Babe before.
10. He couldn’t imagine no finer ox.
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Name
Lesson 28Read this part of a student’s rough draft. Then answerthe questions that follow.
(1) Of all the famous characters in folktales, Babe the Blue Ox worked
hardest. (2) No animal was never as strong as Babe. (3) Babe labored
more than Paul Bunyan did! (4) I happily read any stories about Paul
and Babe. (5) I thought they were the best stories of all. (6) I will write
about the story tomorrow.
1. Which of the following is NOT
an adverb in the passage?
A hardest (Sentence 1)
B strong (Sentence 2)
C more (Sentence 3)
D happily (Sentence 4)
2. Which are being compared in
Sentence 1?
A Babe and folktales
B Babe and famous characters
C famous characters and folktales
D Babe and the Blue Ox
3. Which is NOT described by
an adverb?
A worked (Sentence 1)
B labored (Sentence 3)
C read (Sentence 4)
D thought (Sentence 5)
4. Which sentence has a double
negative?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 5
5. Which sentence compares just
two actions?
A Sentence 1
B Sentence 3
C Sentence 4
D Sentence 5
6. Which is an adverb that tells when?
A hardest (Sentence 1)
B happily (Sentence 4)
C best (Sentence 5)
D tomorrow (Sentence 6)
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Name Adverbs
Lesson 28Fill in the chart with the correct forms of each adverb.
ADVERB COMPARING TWO ACTIONSCOMPARING MORE THAN TWO ACTIONS
1. quietly
2. high
3. frequently
4. well
5. carefully
6. early
Rewrite the sentences. Use adverbs from the chart above.Correct all double negatives.
7. I read books than Kate does.
8. Paul Bunyan jumps the of all.
9. She plays than her younger sister does.
10. Paul doesn’t think no animal works than Babe.
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Name Punctuation
Lesson 29Complete each sentence by adding a comma, colon, or hyphen. Write comma, colon, or hyphen to identify the punctuation mark you added.
1. I once visited Anchorage Alaska.
2. This is what I took a camera, my suitcase, and a travel book.
3. My uncle, who is twenty two, also came.
4. One day, we took the train to Fairbanks Alaska.
5. I ate chocolate covered peanuts on the train.
6. I saw these animals from the train a moose, a bear, and a fox.
7. The train arrived in the Fairbanks station at 7 30 P.M.
8. My trip ended on August 20 2006.
Rewrite each sentence. Correctly write each title.
9. John Muir wrote a book called The Story of My Boyhood and Youth.
10. Alaska’s Flag is the title of the state song.
11. My mom thinks the newspaper USA Today is the best newspaper.
12. Have you seen the movie 101 Dalmatians?
13. A young orphan takes in a stray dog in the play Annie.
14. Charlotte’s Web is my favorite book.
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Name Punctuation
Lesson 29If the use of quotation marks is correct, write correct. If the use of quotation marks is incorrect, write incorrect.
1. “What do you know about Alaska? asked Philip.”
2. “I know it became the forty-ninth state in 1959,” answered Drea.
3. Samuel said, “Isn’t Alaska the largest state?
4. It’s twice the size of Texas! exclaimed Raoul.
5. The largest city is Anchorage, “said Anna.”
Rewrite each sentence. Add quotation marks and commaswhere they are needed.
6. Have you heard of Mt. McKinley? asked Yetta.
7. It is the highest point in North America said Marvin.
8. Win said, Alaska became a state on January 3 1959.
9. The state flower is the forget-me-not, announced Jay.
10. Alaska has a lot of oil said Patik.
11. Debbie said, Oil is an important natural resource.
12. You can travel to Juneau, Alaska, only by boat or by plane, said Zora.
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Name
Lesson 29Read this part of a student’s rough draft. Then answer the questions that follow.
(1) “On October 5 2008, there will be a performance at Anchorage
Elementary School, said Mr. Pearson, the principal. (2) Tell us what the fourth-
grade students will perform, said Mr. Clark. (3) “Th e students will perform a
scene from the play Our Great State” answered Mr. Pearson. (4) “What time does
the play start?” asked Ms. Kert. (5) “Th e play starts at 800 p.m. said the principal.”
1. Which sentence is NOT missing a
comma?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 5
2. Which sentence is missing a colon?
A Sentence 1
B Sentence 2
C Sentence 4
D Sentence 5
3. Which of the following should be
underlined?
A Anchorage Elementary School
(Sentence 1)
B Principal Pearson (Sentence 1)
C Our Great State (Sentence 3)
D Ms. Kert (Sentence 4)
4. Which sentence has no errors?
A Sentence 1
B Sentence 3
C Sentence 4
D Sentence 5
5. Where should quotation marks be
added in Sentence 2?
A before Tell and after perform,
B before Tell and after Clark.
C before Tell
D after Clark.
6. Which is the name of the
punctuation mark between the
words fourth and grade in
Sentence 2?
A comma
B quotation mark
C hyphen
D colon
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Name Punctuation
Lesson 29Rewrite each sentence. Correct any mistakes in punctuation.
1. The book Old Yeller is about a dog and a boy.
2. The setting of the story is Salt Lick Texas.
3. I like that story a lot says Daisy.
4. Ernesto says The movie Lassie is better.
5. I take three things to the park my ball my bat and my jacket.
6. What are you reading asks Fletcher.
7. He is reading The Mouse and the Motorcycle.
8. Edie sings This Land Is Your Land with me.
9. Kaia’s mother is thirty seven years old.
10. James says My dog is the best dog in the world!
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Name
Lesson 30Read this part of a student’s rough draft. Then answer the questions that follow.
(1) Last year Grandma and I moved to a new town. (2) We had
thought that we would not know anyone there, but we did! (3) Th e
Pattersons, friends from our old neighborhood, brought us brownies
when we moved in. (4) Th ey’re house was next door. (5) Patty Patterson
said that we will go to the same school. (6) Its so nice to have friends!
1. Which sentence has helping verbs?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 6
2. Which is the contraction for the
word pair would not in Sentence 2?
A wouldn’t
B won’t
C weren’t
D wasn’t
3. Of which verb is brought (Sentence
3) the past-tense form?
A begin
B be
C bring
D bristle
4. Which sentence incorrectly uses a
possessive pronoun where there
should be a contraction?
A Sentence 3
B Sentence 4
C Sentence 5
D Sentence 6
5. Which sentence incorrectly uses a
contraction where there should be
a possessive pronoun?
A Sentence 2
B Sentence 4
C Sentence 5
D Sentence 6
6. Which verb is the past-tense form
of the verb think?
A thought (Sentence 2)
B brought (Sentence 3)
C was (Sentence 4)
D said (Sentence 5)
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Name
Lesson 30Read this part of a student’s rough draft. Then answer the questions that follow.
(1) First prize for the Book Report Fair goes to Shelly King announced
Mr. Langley. (2) “Her report on Shipwreck at the Bottom of the World
was the best of all, said Ms. Winston. (3) I think I worked harder than
Shelly did,” said Evan. (4) “Come quickly to get your ribbon, Shelly!”
called out Mr. Langley. (5) Shelly was not nowhere to be found. (6) “Can I
have the prize, then?” Evan asked hopefully.
1. Which sentence is missing a
comma?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 5
2. Which sentence has a double
negative?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 5
3. Which is NOT an adverb?
A fi rst (Sentence 1)
B harder (Sentence 3)
C quickly (Sentence 4)
D hopefully (Sentence 6)
4. Which sentence is NOT missing one
or more quotation marks?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 4
5. Which should be underlined?
A Book Report Fair (Sentence 1)
B Shelly King (Sentence 1)
C Shipwreck at the Bottom of the
World (Sentence 2)
D Mr. Langley (Sentence 4)
6. Which sentence compares two
actions?
A Sentence 1
B Sentence 2
C Sentence 3
D Sentence 4
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109 Grammar Practice Book
INDEX
AAbbreviations, 38–40, 53
Action verbs, 77–80
Adjectives, 63–66, 72
comparing with, 67–70, 72
Adverbs, 99–102, 108
comparing with, 101–102, 108
Antecedentsagreement with pronouns, 49–52,
54, 61, 71
Apostrophesin contractions, 95, 97–98, 107
in possessive nouns, 45–48
Articles, 63, 65–66, 72
BBe (verb), 74, 76, 82–84, 93
CCapitalization
of proper nouns, 39, 53
of sentences, 1–4
of titles, 40, 103, 105–106, 108
Clausesdependent, 31, 33–34, 36
independent, 31, 33–34
Commas, 103–106, 108
between adjectives, 65, 72
in complex sentences, 32–34
in compound sentences, 24–26
in compound subjects and predicates,
20–22
Common nouns, 37, 39–40
Complete predicates, 13–16, 18
Complete sentences, 1, 3
Complete subjects, 13–16, 18
Complex sentences, 32–34, 36
Compound predicates, 19–22, 26
Compound sentences, 23–26, 32, 35
Compound subjects, 19–22, 26, 35
Conjunctions, 20, 23–26
Contractions, 95, 97–98, 107
DDeclarative sentences, 1–4, 17
Dependent clauses, 31, 33–34, 36
EEnd marks, 1–8, 17
Exclamatory sentences, 5–8, 17
FFuture-tense verbs, 85–88, 90
HHelping verbs, 74–76, 89, 93, 107
IImperative sentences, 5–8, 17
Independent clauses, 31, 33–34
Interjections, 6–8
Interrogative sentences, 1–4, 17
Irregular verbs, 91–94, 107
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LLinking verbs, 77–80, 89
MMain and helping verbs, 73–76, 80, 89,
93, 107
MechanicsSee Capitalization; Punctuation
NNegatives, 100–102, 108
Nounscommon, 37, 39–40
plural possessive, 45–48, 54
possessive, 45–48, 54
proper, 37, 39–40, 53
singular and plural, 41–44, 46–48,
53–54
OObject pronouns, 55–58
PPast-tense verbs, 85–88, 90–94, 107
Possessive nouns, 45–48, 54
Possessive pronouns, 59, 61–62, 71, 95,
97, 107
Predicates, 9–12
complete, 13–16, 18
compound, 19–22, 26
simple, 13–16, 18, 21, 35
Prepositional phrases, 27–30, 36
Prepositions, 27–30, 36
Present-tense verbs, 81–83, 86, 90, 93
Pronouns, 49–52, 54, 71
antecedents of, 49–52, 54, 61, 71
plural possessive, 59, 61–62, 71, 95,
97, 107
possessive, 59, 61–62, 71, 95, 97, 107
reflexive, 60–62, 71
subject and object, 55–58
Proper nouns, 37, 39–40, 53
Punctuationapostrophes in contractions, 95, 97–98,
107
apostrophes in possessive nouns, 45–48
colons, 103, 105–106
commas, 103–106, 108
end marks, 1–8, 17
quotation marks, 104–106, 108
titles, 40, 103, 105–106, 108
QQuotation marks, 104–106, 108
RReflexive pronouns, 60–62, 71
Run-on sentences, 24–25, 35
SSentences
capitalization of, 1–4
complex, 32–34, 36
compound, 23–26, 32, 35
run-on, 24–25, 35
simple, 23, 32–33, 35
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Sentences, types ofdeclarative, 1–4, 17
exclamatory, 5–8, 17
imperative, 5–8, 17
interrogative, 1–4, 17
Simple predicates, 13–16, 18, 21, 35
Simple sentences, 23, 32–33, 35
Simple subjects, 13–16, 18, 21
Singular nouns, 41–44
Singular possessive nouns, 46–48
Subject pronouns, 55–58
Subjects, 9–12, 18
complete, 13–16, 18
compound, 19–22, 26, 35
simple, 13–16, 18, 21
Subject-verb agreement, 78, 81–84, 90
TTenses
future, 85–88, 90
past, 85–88, 90–94, 107
present, 81–83, 86, 90, 93
Theme Reviews
Theme 1, 17–19
Theme 2, 35–36
Theme 3, 53–54
Theme 4, 71–72
Theme 5, 89–90
Theme 6, 107–108
Titles, 40, 103, 105–106, 108
VVerbs
action, 77–80
be, forms of, 74, 76, 82–84, 93
future tense, 85–88, 90
irregular, 91–94, 107
linking, 77–80, 89
main and helping, 73–76, 80, 89,
93, 107
past tense, 85–88, 90–94, 107
present tense, 81–83, 86, 90, 93
See also Subject-verb agreement
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GrammarPractice Book
Teacher EditionGrade 4
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ContentsTHEME 1
Lesson 1 Declarative and Interrogative Sentences ..................................................... 3Lesson 2 Imperative and Exclamatory Sentences; Interjections ................................. 5Lesson 3 Subjects and Predicates .............................................................................. 7Lesson 4 Complete and Simple Subjects and Predicates ........................................... 9Lesson 5 Review .................................................................................................... 11
THEME 2
Lesson 6 Compound Subjects and Predicates ......................................................... 12Lesson 7 Simple and Compound Sentences ........................................................... 14Lesson 8 Prepositional Phrases ................................................................................ 16Lesson 9 Clauses and Phrases; Complex Sentences ................................................. 18Lesson 10 Review .................................................................................................... 20
THEME 3
Lesson 11 Common and Proper Nouns .................................................................... 21Lesson 12 Singular and Plural Nouns ........................................................................ 23Lesson 13 Possessive Nouns ..................................................................................... 25Lesson 14 Pronouns and Antecedents ...................................................................... 27Lesson 15 Review .................................................................................................... 29
THEME 4
Lesson 16 Subject and Object Pronouns ................................................................... 30Lesson 17 Possessive and Reflexive Pronouns ........................................................... 32Lesson 18 Adjectives and Articles ............................................................................. 34Lesson 19 Comparing with Adjectives ...................................................................... 36Lesson 20 Review .................................................................................................... 38
THEME 5
Lesson 21 Main and Helping Verbs .......................................................................... 39Lesson 22 Action and Linking Verbs ......................................................................... 41Lesson 23 Verbs: Present Tense; Subject-Verb Agreement ......................................... 43Lesson 24 Verbs: Past and Future Tenses .................................................................. 45Lesson 25 Review .................................................................................................... 47
THEME 6
Lesson 26 Irregular Verbs ........................................................................................ 48Lesson 27 Easily Confused Words ............................................................................ 50Lesson 28 Adverbs ................................................................................................... 52Lesson 29 Punctuation ............................................................................................. 54Lesson 30 Review .................................................................................................... 56
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Nam
eD
ecla
rati
ve a
nd
In
terr
og
ativ
e Se
nte
nce
s
Less
on
1R
ewri
te e
ach
sen
ten
ce, u
sin
g c
apit
al le
tter
s an
d e
nd
m
arks
.
1.
my
sist
er w
ent
to c
amp
yes
terd
ay
2.
the
hous
e se
ems
emp
ty
3.
even
the
dog
mis
ses
her
4.
i w
ill w
rite
her
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tter
5.
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es h
ome
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eek
If t
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rds
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a s
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te s
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rds
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men
t, a
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rds
to m
ake
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lete
sen
ten
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6.
I wen
t sw
imm
ing.
7.
The
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8.
Early
in t
he m
orni
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9.
Hap
py
that
you
.
10.
The
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k p
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yest
erda
y.
The
hous
e se
ems
empt
y.
Even
the
dog
mis
ses
her.
I will
writ
e he
r a le
tter.
She
com
es h
ome
in o
ne w
eek.
sent
ence
The
wat
er is
col
d.
I wen
t run
ning
ear
ly in
the
mor
ning
.
They
are
hap
py th
at y
ou a
re h
ome.
sent
ence
1G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_001
.indd
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5/06
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:57
PM
3 Student Edition p. 1
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eD
ecla
rati
ve a
nd
In
terr
og
ativ
e Se
nte
nce
s
Less
on
1La
bel
eac
h s
ente
nce
bel
ow
as
decl
arat
ive
or
inte
rrog
ativ
e.
1.
Vinc
ent
has
mov
ed t
o a
new
city
.
2.
He
likes
rid
ing
his
bike
in t
he n
ew n
eigh
borh
ood.
3.
Who
is t
he b
oy o
n th
e re
d bi
cycl
e?
4.
How
do
you
like
your
new
sch
ool?
5.
Vinc
ent
has
mad
e so
me
new
frie
nds.
Rew
rite
th
e se
nte
nce
s b
elo
w. B
egin
an
d e
nd
th
em c
orr
ectl
y.
6.
wha
t tim
e is
art
cla
ss
7.
she
rides
her
bik
e to
sch
ool
8.
whe
re is
the
bus
sto
p
9.
i rea
lly li
ke m
y ne
w fr
iend
s
10.
who
wan
ts p
izza
for
dinn
er
inte
rrog
ativ
e
decl
arat
ive
decl
arat
ive
inte
rrog
ativ
e
decl
arat
ive
Wha
t tim
e is
art
clas
s?
She
rides
her
bik
e to
sch
ool.
Whe
re is
the
bus
stop
?
I rea
lly li
ke m
y ne
w fr
iend
s.
Who
wan
ts p
izza
for d
inne
r? 2G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_002
.indd
29/
16/0
67:
29:4
6AM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
1
1.
Whi
ch s
ente
nce
is m
issi
ng a
n
end
mar
k?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 4
2.
Whi
ch s
ente
nce
has
an in
corr
ect
end
mar
k?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 5
DSe
nten
ce 6
3.
Whi
ch s
ente
nce
is n
ot a
com
ple
te
thou
ght?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 6
4.
Whi
ch s
ente
nce
has
no e
rror
s?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 5
DSe
nten
ce 6
5.
Whi
ch s
ente
nce
has
wor
ds t
hat
are
not
in t
he c
orre
ct o
rder
?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 5
DSe
nten
ce 6
6.
Whi
ch s
ente
nce
is n
ot c
apita
lized
corr
ectly
?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 5
DSe
nten
ce 6
(1) i
wen
t to
vis
it m
y g
ran
dp
aren
ts o
ver
the
sum
mer
. (2) I
mis
sed
my
frie
nd
s a
lot
at fi
rst
(3) Th
en
I f
ou
nd
ou
t th
at
ther
e w
ere
man
y th
ings
to
do
fo
r fu
n. (4
) Hik
ing,
bik
ing,
an
d
gard
enin
g. (5
) Do
yo
u k
no
w w
hat
hap
pen
ed. (6
) I d
idn’
t w
ant
to w
hen
th
e vi
sit
was
ove
r le
ave.
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
3G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_003
.indd
39/
5/06
5:01
:16
PM
4 Student Edition pp. 2–3
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arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e D
ecla
rati
ve a
nd
In
terr
og
ativ
e Se
nte
nce
s
Less
on
1R
ewri
te t
hes
e se
nte
nce
s co
rrec
tly.
Put
th
e w
ord
s in
an
ord
er t
hat
mak
es s
ense
.
1.
a ne
w fr
iend
I m
ade.
2.
mee
t di
d yo
u th
e fr
iend
at
cam
p?
3.
birt
hday
par
ty h
er w
ill b
e fu
n.
4.
will
a p
rese
nt h
er y
ou g
ive?
5.
time
is w
hat
the
par
ty?
Rew
rite
eac
h s
ente
nce
co
rrec
tly.
Th
en la
bel
it a
s de
clar
ativ
e o
r in
terr
ogat
ive.
6.
wha
t is
you
r fa
vorit
e th
ing
to d
o
7.
my
frie
nds
and
I lik
e to
sp
end
time
toge
ther
8.
som
etim
es w
e p
lay
gam
es
9.
do y
ou w
ant
to p
lay
outs
ide
10.
som
etim
es w
e ju
st s
it an
d ta
lk
I mad
e a
new
frie
nd.
Did
you
mee
t the
frie
nd a
t cam
p?
Her b
irthd
ay p
arty
will
be
fun.
Will
you
giv
e he
r a p
rese
nt?
Wha
t tim
e is
the
party
?
Wha
t is
your
favo
rite
thin
g to
do?
; int
erro
gativ
e
My
frien
ds a
nd I
like
to s
pend
tim
e to
geth
er.;
decl
arat
ive
Som
etim
es w
e pl
ay g
ames
.; de
clar
ativ
e
Do y
ou w
ant t
o pl
ay o
utsi
de?;
inte
rrog
ativ
e
Som
etim
es w
e ju
st s
it an
d ta
lk.;
decl
arat
ive
4G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_004
.indd
4
9/5/
06
5:03
:49
PM
© H
arco
urt
• G
rade
4
Nam
e
Imp
erat
ive
and
Ex
clam
ato
rySe
nte
nce
s;In
terj
ecti
on
s
Less
on
2La
bel
eac
h s
ente
nce
as
impe
rati
ve o
r ex
clam
ator
y.
1.
Mee
t at
the
tra
ck a
t se
ven
o’cl
ock.
2.
Run
arou
nd t
he t
rack
four
tim
es t
o w
arm
up
.
3.
I can
not
belie
ve h
ow fa
st s
he r
uns!
4.
You
mus
t be
ver
y p
roud
!
5.
Take
you
r p
ositi
ons
for
the
race
.
6.
Wha
t an
am
azin
g ev
ent
this
is!
7.
We
had
so m
uch
fun
toda
y!
8.
Follo
w m
e to
the
car
.
9.
Take
a n
ap w
hen
you
get
hom
e.
Rew
rite
th
e se
nte
nce
s. A
dd
th
e co
rrec
t en
d m
arks
.
10.
Hel
p m
e fin
d m
y ru
nnin
g sh
oes
11.
How
ner
vous
I am
abo
ut t
he r
ace
12.
I am
so
hap
py
that
you
won
13.
Giv
e he
r a
bott
le o
f wat
er
14.
How
tire
d th
ey m
ust
be
15.
Wha
t a
big
trop
hy it
is
excl
amat
ory
impe
rativ
e
Help
me
find
my
runn
ing
shoe
s.
How
ner
vous
I am
abo
ut th
e ra
ce!
I am
so
happ
y th
at y
ou w
on!
Give
her
a b
ottle
of w
ater
.
How
tire
d th
ey m
ust b
e!
Wha
t a b
ig tr
ophy
it is
!
impe
rativ
e
impe
rativ
e
impe
rativ
e
impe
rativ
e
excl
amat
ory
excl
amat
ory
excl
amat
ory
5G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_005
.indd
59/
5/06
5:04
:33
PM
5 Student Edition pp. 4–5
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e
Imp
erat
ive
and
Ex
clam
ato
rySe
nte
nce
s;In
terj
ecti
on
s
Less
on
2R
ewri
te t
hes
e se
nte
nce
s w
ith
th
e co
rrec
t p
unct
uati
on
.
Then
lab
el e
ach
sen
ten
ce a
s im
pera
tive
or
excl
amat
ory.
1.
I was
so
wor
ried
abou
t tr
ying
out
for
the
scho
ol p
lay
2.
Don
’t g
ive
up o
n yo
ur d
ream
s
3.
Wor
k ha
rd in
ord
er t
o su
ccee
d
4.
Hey
you
r au
ditio
n w
as a
maz
ing
5.
Alw
ays
liste
n to
goo
d ad
vice
Dra
w o
ne
line
und
er e
ach
imp
erat
ive
sen
ten
ce. D
raw
tw
o li
nes
un
der
eac
h
excl
amat
ory
sen
ten
ce. C
ircl
e th
e in
terj
ecti
on
s.
6.
Take
you
r p
lace
s on
the
sta
ge q
uiet
ly.
7.
Smile
at
the
audi
ence
whe
n th
e cu
rtai
n go
es u
p.
8.
Ouc
h, y
ou s
tep
ped
on
my
foot
!
9.
Stan
d st
ill u
ntil
it is
you
r tu
rn t
o da
nce.
10.
How
won
derf
ul t
his
danc
e re
cita
l is!
11.
Wow
, she
jum
ps
so h
igh
and
turn
s so
fast
!
12.
List
en t
o th
e m
usic
so
you
will
kno
w w
hen
to s
tart
.
13.
Hey
, tha
t’s a
gre
at! c
ostu
me
14.
Wow
, she
is s
o st
rong
!
15.
Take
a w
alk
to s
tret
ch y
our
legs
at
inte
rmis
sion
.
I was
so
wor
ried
abou
t try
ing
out f
or th
e sc
hool
pla
y!; e
xcla
mat
ory
Don’
t giv
e up
on
your
dre
ams.
; im
pera
tive
Wor
k ha
rd in
ord
er to
suc
ceed
.; im
pera
tive
Hey,
you
r aud
ition
was
am
azin
g!; e
xcla
mat
ory
Alw
ays
liste
n to
goo
d ad
vice
.; im
pera
tive
6G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_006
.indd
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5/06
5:07
:15
PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
2
1.
Whi
ch s
ente
nce
shou
ld h
ave
an
excl
amat
ion
poi
nt?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 5
2.
Whi
ch s
ente
nce
is a
n im
per
ativ
e
sent
ence
?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 5
DSe
nten
ce 6
3.
In
whi
ch o
f the
se s
ente
nces
is t
he
pun
ctua
tion
NO
T co
rrec
t?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 6
4.
Whi
ch o
f the
se s
ente
nces
has
an
inte
rject
ion?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
5.
Whi
ch o
f the
se s
ente
nces
is n
eith
er
imp
erat
ive
nor
excl
amat
ory?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 5
DSe
nten
ce 6
6.
Whi
ch o
f the
se s
ente
nces
is a
n
excl
amat
ory
sent
ence
?
ASe
nten
ce 1
BSe
nten
ce 4
CSe
nten
ce 5
DSe
nten
ce 6
(1) Th
e
socc
er p
laye
r is
ru
nn
ing
do
wn
th
e fi
eld
. (2) H
ow
very
hap
py
he
loo
ks.
(3) H
ey, h
e k
ick
ed t
hat
bal
l so
far
! (4) H
e
has
sco
red
th
e w
inn
ing
go
al f
or
his
tea
m. (5
) Lis
ten
to
his
coac
h p
rais
e h
im. (6
) Wo
w, w
hat
a w
on
der
ful d
ay!
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
7G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_007
.indd
79/
5/06
5:07
:47
PM
6 Student Edition pp. 6–7
RXENL08ATE41_GPB.indd 6RXENL08ATE41_GPB.indd 6 10/4/06 9:47:45 PM10/4/06 9:47:45 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e
Imp
erat
ive
and
Ex
clam
ato
ry
Sen
ten
ces;
In
terj
ecti
on
s
Less
on
2R
ewri
te t
hes
e se
nte
nce
s w
ith
th
e co
rrec
t p
unct
uati
on
.
Then
lab
el e
ach
sen
ten
ce a
s im
pera
tive
or
excl
amat
ory.
1.
Wai
t fo
r m
e af
ter
scho
ol
2.
Put
your
uni
form
s on
3.
How
exc
ited
I am
abo
ut t
he g
ame
4.
Brin
g m
e th
e ba
sket
ball
5.
Wow
you
are
a g
ood
pla
yer
6.
Tell
us t
he s
core
7.
Hey
tha
t p
laye
r ca
n re
ally
jum
p
8.
List
en t
o th
e cr
owd
yell
Wri
te a
n e
xcla
mat
ory
sen
ten
ce w
ith
an
inte
rjec
tio
n. T
hen
wri
te a
n im
per
ativ
e
sen
ten
ce.
9.
10.
Wai
t for
me
afte
r sch
ool.
; im
pera
tive
Put y
our u
nifo
rms
on. ;
impe
rativ
e
How
exc
ited
I am
abo
ut th
e ga
me!
; ex
clam
ator
y
Brin
g m
e th
e ba
sket
ball.
; im
pera
tive
Wow
, you
are
a g
ood
play
er! ;
exc
lam
ator
y
Tell
us th
e sc
ore.
; im
pera
tive
Hey,
that
pla
yer c
an re
ally
jum
p! ;
excl
amat
ory
List
en to
the
crow
d ye
ll. ;
impe
rativ
e
Acce
pt re
ason
able
resp
onse
s.
8G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_008
.indd
8
9/5/
06
5:08
:49
PM
© H
arco
urt
• G
rade
4
Nam
eSu
bje
cts
and
Pr
edic
ates
Less
on
3W
rite
th
e su
bje
ct o
f ea
ch s
ente
nce
.
1.
Ever
yone
goe
s to
the
par
k.
2.
Paul
a p
uts
on h
er ja
cket
.
3.
We
skip
dow
n th
e si
dew
alk
toge
ther
.
4.
Dar
ryl r
ides
his
bik
e on
the
str
eet.
5.
My
mot
her
hold
s m
y si
ster
’s h
and.
6.
They
cro
ss t
he s
tree
t at
the
cor
ner.
7.
The
par
k is
cro
wde
d.
8.
The
flow
ers
smel
l sw
eet.
9.
I pic
k da
isie
s fo
r m
y fa
ther
.
10.
The
sky
has
big
whi
te c
loud
s.
Wri
te t
he
pre
dic
ate
of
each
sen
ten
ce.
11.
Som
e bo
ys r
un p
ast
us.
12.
A d
og c
hase
s a
ball.
13.
Paul
a cl
imbs
up
the
slid
e.
14.
My
sist
er p
lays
in t
he s
and.
15.
Dar
ryl m
akes
a n
ew fr
iend
.
16.
Ever
ybod
y lo
ves
the
par
k.
17.
The
child
ren
shou
t w
ith e
xcite
men
t.
18.
No
one
wan
ts t
o go
hom
e.
19.
The
sun
sets
beh
ind
the
hill.
20.
This
day
will
end
soo
n.
Ever
yone
Paul
a
We
Darr
yl
My
mot
her
They
The
park
The
flow
ers
The
sky
I
run
past
us
chas
es a
bal
l
clim
bs u
p th
e sl
ide
play
s in
the
sand
mak
es a
new
frie
nd
love
s th
e pa
rk
shou
t with
exc
item
ent
wan
ts to
go
hom
e
sets
beh
ind
the
hill
will
end
soo
n
9G
ram
mar
Pra
ctic
e B
oo
k
RXE
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30:0
3AM
7 Student Edition pp. 8–9
RXENL08ATE41_GPB.indd 7RXENL08ATE41_GPB.indd 7 10/4/06 9:47:47 PM10/4/06 9:47:47 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eSu
bje
cts
and
Pr
edic
ates
Less
on
3D
raw
on
e lin
e un
der
th
e su
bje
ct. D
raw
tw
o li
nes
un
der
the
pre
dic
ate.
1.
I vis
it m
y gr
andp
aren
ts.
2.
Thei
r ho
use
has
a ga
rden
.
3.
I hel
p p
ull c
arro
ts.
4.
My
gran
dfat
her
mak
es w
onde
rful
sou
p.
5.
I set
the
tab
le.
6.
He
put
s flo
wer
s in
a v
ase.
7.
We
eat
dinn
er t
oget
her.
8.
Ever
yone
is fu
ll.
9.
My
gran
dmot
her
brin
gs o
ut a
cak
e.
10.
I am
hun
gry
agai
n!
Ad
d a
sub
ject
or
pre
dic
ate
as n
eed
ed. W
rite
th
e n
ew s
ente
nce
.
11.
The
brow
n do
g.
12.
pla
yed
card
s to
geth
er.
13.
is h
igh
in t
he s
ky.
14.
wen
t to
bed
.
15.
My
gran
dmot
her.
The
brow
n do
g ra
n to
gre
et m
e.
All m
y fri
ends
pla
yed
card
s to
geth
er.
The
brig
ht s
un is
hig
h in
the
sky.
The
slee
py g
irl w
ent t
o be
d.
My
gran
dmot
her i
s sm
art a
nd s
trong
.
Poss
ible
resp
onse
s ar
e sh
own. 10
Gra
mm
ar P
ract
ice
Bo
ok
RXE
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9AM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
3
1.
Whi
ch t
wo
sent
ence
s ar
e fr
agm
ents
?
ASe
nten
ces
1 an
d 2
BSe
nten
ces
1 an
d 5
CSe
nten
ces
2 an
d 4
DSe
nten
ces
4 an
d 5
2.
Whi
ch s
ente
nce
is m
issi
ng a
sub
ject
?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 5
3.
Whi
ch is
NO
T a
subj
ect
in t
he
pas
sage
?
ATh
e m
arch
ing
band
BTh
e m
usic
CSa
w
DI
4.
Whi
ch s
ente
nce
is m
issi
ng a
pre
dica
te?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 5
5.
Whi
ch w
ord
is t
he s
ubje
ct o
f
Sent
ence
6?
AI
Bw
aved
Cfl a
g
Dhi
m
6.
Whi
ch is
the
pre
dica
te o
f
Sent
ence
3?
ATh
e m
usic
Bw
as lo
ud
Can
d jo
yful
Dw
as lo
ud a
nd jo
yful
(1) T
od
ay w
as t
he
big
par
ade.
(2) Th
e
mar
chin
g b
and
mo
ved
qu
ick
ly d
ow
n t
he
stre
et. (3
) Th
e m
usi
c w
as lo
ud
an
d
joyf
ul.
(4) S
aw s
om
eon
e o
n t
he
sid
ewal
k. (5
) My
frie
nd
. (6) I
wav
ed m
y fl
ag a
t h
im.
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
11G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_011
.indd
119/
16/0
67:
34:2
2AM
8 Student Edition pp. 10–11
RXENL08ATE41_GPB.indd 8RXENL08ATE41_GPB.indd 8 10/4/06 9:47:48 PM10/4/06 9:47:48 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e Su
bje
cts
and
Pr
edic
ates
Less
on
3U
nd
erlin
e ea
ch s
ubje
ct o
nce
. Un
der
line
each
p
red
icat
e tw
ice.
1.
The
sum
mer
is lo
ng a
nd h
ot.
2.
Ever
ybod
y si
ts o
n th
e fr
ont
step
s.
3.
No
one
wan
ts t
o m
ove.
4.
We
deci
de t
o m
ake
ice
crea
m.
5.
I fin
d a
reci
pe
in a
coo
kboo
k.
6.
My
par
ents
hel
p.
7.
The
ice
crea
m is
col
d an
d de
licio
us.
8.
Ever
yone
eat
s a
big
por
tion.
9.
My
fam
ily is
hap
py.
10.
The
day
feel
s m
uch
cool
er.
Ad
d a
sub
ject
or
a p
red
icat
e to
co
mp
lete
eac
h s
ente
nce
.
11.
The
stre
et p
arty
12.
p
laye
d m
usic
.
13.
d
ance
d fa
st.
14.
The
food
15.
All
the
peo
ple
16.
h
ad a
gre
at t
ime.
was
on
Satu
rday
.
was
del
icio
us.
Man
y ba
nds
My
frien
d Sh
eila
ate
corn
on
the
cob.Po
ssib
le re
spon
ses
are
show
n.
My
mot
her a
nd fa
ther
12G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
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GPB
_012
.indd
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/06
7:3
4:59
AM
© H
arco
urt
• G
rade
4
Nam
eC
om
ple
te a
nd
Si
mp
le S
ub
ject
s an
d P
red
icat
es
Less
on
4D
raw
a li
ne
und
er t
he
com
ple
te s
ubje
ct. C
ircl
e th
e si
mp
le s
ubje
ct.
1.
San
Fran
cisc
o is
a c
ity in
Cal
iforn
ia.
2.
A b
ig e
arth
qua
ke r
ocke
d th
e ci
ty in
190
6.
3.
The
ocea
n vi
ew is
mag
nific
ent.
4.
A n
earb
y ci
ty is
Oak
land
.
5.
The
aver
age
win
ter
tem
per
atur
e is
55°
F.
6.
The
bigg
est
par
k is
Gol
den
Gat
e Pa
rk.
7.
One
nei
ghbo
rhoo
d is
cal
led
Chi
nato
wn.
Dra
w a
lin
e un
der
th
e co
mp
lete
pre
dic
ate.
Cir
cle
the
sim
ple
pre
dic
ate.
8.
Gol
den
Gat
e Pa
rk h
as s
ever
al la
ndm
arks
.
9.
The
par
k su
rviv
ed t
he e
arth
qua
ke o
f 190
6.
10.
It h
as a
lake
with
an
isla
nd.
11.
Thre
e do
gs r
an u
p t
he b
ig h
ill in
the
par
k.
12.
The
old
man
wav
ed t
o hi
s w
ife.
13.
A w
oman
hel
d a
yello
w k
ite.
14.
A b
oy w
alke
d ov
er o
ne o
f the
sto
ne b
ridge
s.
15.
A g
irl d
id c
artw
heel
s ac
ross
the
law
n.
Wri
te t
hre
e d
iffe
ren
t se
nte
nce
s th
at u
se t
he
com
ple
te p
red
icat
e b
elo
w. I
ncl
ud
e
des
crip
tive
wo
rds
in e
ach
su
bje
ct. div
ed in
to t
he
wat
er
Acce
pt re
ason
able
resp
onse
s.
13G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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K41_
GPB
_013
.indd
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5/06
5:14
:16
PM
9 Student Edition pp. 12–13
RXENL08ATE41_GPB.indd 9RXENL08ATE41_GPB.indd 9 10/4/06 9:47:50 PM10/4/06 9:47:50 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eC
om
ple
te a
nd
Si
mp
le S
ub
ject
s an
d P
red
icat
es
Less
on
4A
dd
a c
om
ple
te s
ubje
ct t
o e
ach
pre
dic
ate.
Th
en c
ircl
e
the
sim
ple
sub
ject
.
1.
w
aite
d p
atie
ntly
for
hour
s.
2.
l
earn
ed t
o p
lay
a ne
w g
ame.
3.
a
te h
is lu
nch.
4.
w
ante
d to
see
his
fath
er.
5.
f
elt
wor
ried.
6.
f
inal
ly le
ft t
he is
land
.
7.
s
tood
on
the
pie
r.
8.
w
aved
hap
pily
.
9.
j
ump
ed u
p a
nd d
own.
10.
f
lew
ove
r th
e w
ater
.
Ad
d a
co
mp
lete
pre
dic
ate
to e
ach
sub
ject
. Th
en c
ircl
e th
e si
mp
le p
red
icat
e.
11.
The
ocea
n w
aves
12.
The
cold
por
ridge
13.
A b
eaut
iful p
lum
tre
e
14.
The
huge
roo
m
15.
The
new
tea
cher
16.
The
brig
ht li
ght
of m
orni
ng
17.
A h
app
y m
an
18.
The
exci
ted
child
The
tired
men
The
exci
ted
frien
ds
The
hung
ry c
hild
The
cour
ageo
us b
oy
A yo
ung
man
The
old
boat
A la
rge
crow
d
The
tall
man
The
eage
r boy
Seve
ral b
irdsPo
ssib
le re
spon
ses
are
show
n.
Poss
ible
resp
onse
s ar
e sh
own
rock
ed th
e bo
at b
ack
and
forth
.ta
sted
terr
ible
.
stoo
d ju
st o
utsi
de th
e fe
nce.
fille
d w
ith p
eopl
e ve
ry q
uick
ly.
sat a
t the
des
k.
shon
e th
roug
h th
e w
indo
ws.
wal
ked
into
the
room
.
pack
ed h
is b
elon
ging
s.
14G
ram
mar
Pra
ctic
e B
oo
k
RXE
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GPB
_014
.indd
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5/06
5:15
:43
PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
4
1.
Whi
ch is
the
sim
ple
sub
ject
of
Sent
ence
3?
Am
useu
m
Bgu
ide
Cus
Dar
t
2.
Whi
ch is
the
sim
ple
pre
dica
te o
f
Sent
ence
2?
Aha
s
Bm
ore
Cin
Dits
3.
Whi
ch is
the
com
ple
te p
redi
cate
of
Sent
ence
3?
Ato
ld u
s
Bab
out
the
art
Cto
ld u
s a
lot
Dto
ld u
s a
lot
abou
t th
e ar
t
4.
Whi
ch is
the
com
ple
te s
ubje
ct o
f
Sent
ence
1?
AM
y w
hole
fam
ily
BA
sian
Art
Mus
eum
CSa
n Fr
anci
sco
Dye
ster
day
5.
Whi
ch is
the
sim
ple
sub
ject
of
Sent
ence
5?
Atin
y ca
rvin
gs
Bca
rvin
gs
Cw
ere
Dfa
vorit
e
6.
Whi
ch w
ord
is N
OT
par
t of
the
com
ple
te p
redi
cate
of S
ente
nce
4?
Aba
sket
s
Bbr
onze
Csa
w
DW
e
(1)
My
wh
ole
fam
ily
wen
t to
th
e A
sian
Art
Mu
seu
m in
San
Fra
nci
sco
yes
terd
ay. (2
) Th
is a
maz
ing
mu
seu
m h
as m
ore
th
an
14
,00
0 o
bje
cts
in it
s co
llec
tio
n. (3
) A h
elp
ful m
use
um
gu
ide
told
us
a lo
t ab
ou
t th
e ar
t. (4
) We
saw
bro
nze
sta
tues
, cer
amic
s,
pu
pp
ets,
an
d b
ask
ets.
(5) Th
e
tin
y ca
rvin
gs
wer
e m
y fa
vori
te
thin
gs.
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
15G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_015
.indd
159/
5/06
5:16
:31
PM
10 Student Edition pp. 14–15
RXENL08ATE41_GPB.indd 10RXENL08ATE41_GPB.indd 10 10/4/06 9:47:51 PM10/4/06 9:47:51 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e
Less
on
4M
atch
th
e su
bje
cts
and
pre
dic
ates
in t
he
bo
x to
wri
te
sen
ten
ces.
Th
en d
raw
on
e lin
e un
der
eac
h s
imp
le
sub
ject
an
d t
wo
lin
es u
nd
er e
ach
sim
ple
pre
dic
ate.
Co
mp
lete
an
d
Sim
ple
Su
bje
cts
and
Pre
dic
ates
1.
2.
3.
4.
5.
Ad
d a
co
mp
lete
sub
ject
or
a co
mp
lete
pre
dic
ate
to c
om
ple
te e
ach
sen
ten
ce.
6.
w
ent
to a
con
cert
in t
he p
ark.
7.
p
laye
d tr
aditi
onal
Chi
nese
har
ps.
8.
b
ecam
e ve
ry q
uiet
.
9.
Th
e au
dien
ce
10.
Th
e gr
atef
ul m
usic
ians
The
exci
ted
gir
lb
lew
th
e le
aves
in t
he
tree
s.Th
e co
ol w
ind
ran
do
wn
th
e h
ill t
og
eth
er.
A s
mal
l in
sect
wer
e fu
n t
o c
limb
.Se
vera
l fri
end
ssh
ou
ted
to
her
fri
end
.Th
ree
big
ro
cks
jum
ped
on
to t
he
bra
nch
.
Sent
ence
ord
er m
ay
vary
.
Poss
ible
resp
onse
s ar
e sh
own.
My
fam
ily
Skill
ed p
erfo
rmer
s
The
nois
y cr
owd
clap
ped
wild
ly.
bow
ed to
thei
r fan
s.
The
exci
ted
girl
shou
ted
to h
er fr
iend
.
The
cool
win
d bl
ew th
e le
aves
in th
e tre
es.
A sm
all i
nsec
t jum
ped
onto
the
bran
ch.
Seve
ral f
riend
s ra
n do
wn
the
hill
toge
ther
.
Thre
e bi
g ro
cks
wer
e fu
n to
clim
b.
16G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_016
.indd
16
9/16
/06
7:3
5:24
AM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
5
1.
Whi
ch s
ente
nce
is a
n in
terr
ogat
ive
sent
ence
?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
4
D
Sent
ence
6
2.
Whi
ch s
ente
nce
is a
n im
per
ativ
e
sent
ence
?
A
Sent
ence
2
B
Sent
ence
3
C
Sent
ence
4
D
Sent
ence
5
3.
Whi
ch s
ente
nce
shou
ld h
ave
an
ex
clam
atio
n p
oint
?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
3
D
Sent
ence
4
4.
Whi
ch is
not
a c
omp
lete
sen
tenc
e?
A
Sent
ence
1
B
Sent
ence
3
C
Sent
ence
5
D
Sent
ence
6
5.
Whi
ch o
f the
se s
ente
nces
is c
orre
ct
as it
is?
A
Sent
ence
2
B
Sent
ence
3
C
Sent
ence
5
D
Sent
ence
6
6.
Whi
ch s
ente
nce
is a
dec
lara
tive
sent
ence
?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
4
D
Sent
ence
6
(1)
Th
e b
and
has
just
sto
pp
ed p
layi
ng.
(2) D
o y
ou
see
th
e
lead
sin
ger
smil
ing?
(3) H
ow
hap
py
she
loo
ks.
(4) L
oo
k a
t th
e
guit
ar p
laye
r w
avin
g to
th
e cr
ow
d. (5
) He
told
me
that
th
ey a
re
pla
yin
g a
no
ther
co
nce
rt t
om
orr
ow
? (6)
Wo
w, s
o g
reat
!
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
17G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_017
.indd
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9/5/
06
5:19
:25
PM
11 Student Edition pp. 16–17
RXENL08ATE41_GPB.indd 11RXENL08ATE41_GPB.indd 11 10/4/06 9:47:53 PM10/4/06 9:47:53 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e
Less
on
5
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
(1)
My
gre
ates
t d
ream
is t
o b
eco
me
a p
layw
rig
ht.
(2) A
pla
ywri
ght
wri
tes
sto
ries
fo
r th
e st
age.
(3) M
y fa
vori
te
pla
ywri
gh
t is
Lo
rrai
ne
Han
sber
ry. (4
) Sh
e w
rote
a p
lay
call
ed
A R
aisi
n in
the S
un. (5
) Th
e ti
tle
is f
rom
a li
ne
in a
po
em.
(6) H
op
e to
wri
te a
pla
y as
go
od
as
that
so
me
day
!
1.
Whi
ch s
ente
nce
is m
issi
ng a
sub
ject
?
A
Sent
ence
1
B
Sent
ence
3
C
Sent
ence
5
D
Sent
ence
6
2.
Whi
ch is
the
sim
ple
pre
dica
te o
f
Sent
ence
2?
A
pla
ywrig
ht
B
writ
es
C
stor
ies
D
stag
e
3.
Whi
ch is
the
com
ple
te s
ubje
ct o
f
Sent
ence
3?
A
pla
ywrig
ht
B
My
favo
rite
pla
ywrig
ht
C
is L
orra
ine
Han
sber
ry
D
Lorr
aine
Han
sber
ry
4.
Whi
ch is
the
com
ple
te p
redi
cate
of
Sent
ence
4?
A
She
wro
te
B
She
wro
te a
pla
y
C
a p
lay
calle
d A
Rais
in in
the
Sun
D
wro
te a
pla
y ca
lled
A Ra
isin
in
the
Sun
5.
Whi
ch is
the
sim
ple
sub
ject
of
Sent
ence
5?
A
title
B
is
C
line
D
poe
m
6.
Whi
ch w
ord
is N
OT
par
t of
the
com
ple
te s
ubje
ct o
f Sen
tenc
e 1?
A
drea
m
B
grea
test
C
pla
ywrig
ht
D
My
18G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_018
.indd
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06
5:20
:01
PM
© H
arco
urt
• G
rade
4
Nam
eC
om
po
un
dSu
bje
cts
and
Pr
edic
ates
Less
on
6La
bel
eac
h s
ente
nce
com
poun
dsu
bjec
t o
r co
mpo
und
pred
icat
e.
1.
The
two
girls
cle
ared
the
tab
le a
nd w
ashe
d th
e di
shes
.
2.
Tyle
r an
d A
mir
rake
d le
aves
tog
ethe
r.
3.
Ms.
Lop
ez fi
nish
ed b
akin
g an
d cl
eane
d th
e ki
tche
n.
4.
My
mot
her
mad
e th
e sh
elve
s an
d fr
amed
the
pai
ntin
g.
5.
Dor
a an
d C
arlo
s he
lped
the
ir p
aren
ts.
Rew
rite
eac
h p
air
of
sen
ten
ces
as o
ne
sen
ten
ce w
ith
a c
om
po
und
sub
ject
or
a
com
po
und
pre
dic
ate.
Dra
w o
ne
line
und
er e
ach
co
mp
oun
d s
ubje
ct. D
raw
tw
o
lines
un
der
eac
h c
om
po
und
pre
dic
ate.
6.
Leah
kic
ks t
he b
all.
Leah
pas
ses
the
ball.
7.
The
swim
tea
m la
ughs
. The
sw
im t
eam
che
ers.
8.
Jam
ie r
uns
arou
nd t
he t
rack
. His
bro
ther
run
s ar
ound
the
tra
ck.
9.
The
teac
hers
cla
p. T
he s
choo
lchi
ldre
n cl
ap.
10.
Petr
a w
atch
ed t
he g
ame.
Pet
ra t
ook
pic
ture
s.
com
poun
d su
bjec
t
Leah
kic
ks a
nd p
asse
s th
e ba
ll.
The
swim
team
laug
hs a
nd c
heer
s.
Jam
ie a
nd h
is b
roth
er ru
n ar
ound
the
track
.
The
teac
hers
and
the
scho
olch
ildre
n cl
ap.
Petra
wat
ched
the
gam
e an
d to
ok p
ictu
res.
com
poun
d pr
edic
ate
com
poun
d pr
edic
ate
com
poun
d su
bjec
t
com
poun
d pr
edic
ate
19G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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0AM
12 Student Edition pp. 18–19
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arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eC
om
po
un
dSu
bje
cts
and
Pr
edic
ates
Less
on
6R
ewri
te e
ach
gro
up o
f se
nte
nce
s as
on
e se
nte
nce
wit
h a
co
mp
oun
d s
ubje
ct. U
se a
nd o
r or
. Use
co
mm
as a
s n
eed
ed.
1.
Beat
rice
pain
ts t
he fe
nce.
Her
bro
ther
pai
nts
the
fenc
e. H
er s
iste
r pa
ints
the
fenc
e.
2.
Dea
n ba
kes
brea
d on
Sat
urda
y. H
is m
othe
r ba
kes
brea
d on
Sat
urda
y.
3.
Cha
n ta
kes
out
the
tras
h. S
omet
imes
her
gra
ndfa
ther
tak
es o
ut t
he t
rash
.
4.
Paol
o cl
eans
the
gar
age
toda
y. H
is u
ncle
cle
ans
the
gara
ge t
oday
. His
cou
sin
clea
ns t
he g
arag
e to
day.
5.
The
child
ren
swee
p t
he a
ttic
. The
ir p
aren
ts s
wee
p t
he a
ttic
.
Rew
rite
eac
h g
roup
of
sen
ten
ces
as o
ne
sen
ten
ce w
ith
a c
om
po
und
pre
dic
ate.
Use
and
or
or. U
se c
om
mas
as
nee
ded
.
6.
We
wen
t to
the
sto
re. W
e bo
ught
sup
plie
s fo
r th
e ca
mp
ing
trip
.
7.
Ana
put
up
the
ten
t. A
na c
olle
cted
stic
ks. A
na m
ade
a ca
mp
fire.
8.
The
par
k ra
nger
s se
arch
ed t
he w
oods
. The
par
k ra
nger
s lo
oked
for
falle
n tr
ees.
9.
You
can
put
the
woo
d by
the
ten
t. Y
ou c
an le
ave
it ne
ar t
he t
ree.
10.
Fion
a w
alke
d by
the
cre
ek. F
iona
col
lect
ed b
lack
berr
ies.
Fio
na a
te t
hem
.
The
child
ren
and
thei
r par
ents
sw
eep
the
attic
.
Anna
put
up
the
tent
, col
lect
ed s
ticks
, and
mad
e a
cam
pfire
.
The
park
rang
ers
sear
ched
the
woo
ds a
nd lo
oked
for f
alle
n tre
es.
You
can
put t
he w
ood
by th
e te
nt o
r lea
ve it
nea
r the
tree
.
Fion
a w
alke
d by
the
cree
k, c
olle
cted
bla
ckbe
rrie
s, a
nd a
te th
em.
We
wen
t to
the
stor
e an
d bo
ught
sup
plie
s fo
r the
cam
ping
trip
.
Paol
o, h
is u
ncle
, and
his
cou
sin
clea
n th
e ga
rage
toda
y.
Chan
or h
er g
rand
fath
er ta
kes
out t
he tr
ash.
Dean
and
his
mot
her b
ake
brea
d on
Sat
urda
y.
Beat
rice,
her
bro
ther
, and
her
sis
ter p
aint
the
fenc
e.
20G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_020
.indd
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16/0
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© H
arco
urt
• G
rade
4
Nam
e
Less
on
6R
ead
th
is p
art
of
a st
uden
t’s
roug
h d
raft
. Th
en a
nsw
er
the
que
stio
ns
that
fo
llow
.
(1) M
y si
ster
, my
cou
sin
an
d I
cle
aned
ou
r g
ran
dp
aren
ts’ b
asem
ent.
(2) I
rec
ycle
d o
ld n
ewsp
aper
s an
d t
hre
w o
ut
tras
h. (3
) My
old
er s
iste
r
and
my
cou
sin
org
aniz
ed t
he
gar
den
ing
to
ols
an
d s
ort
ed t
hro
ug
h o
ld
toys
. (4) W
e w
ork
ed h
ard
all
day
. (5) Th
en
my
gra
nd
par
ents
, my
sist
er,
my
cou
sin
, an
d I
cel
ebra
ted
a jo
b w
ell d
on
e.
1.
Whi
ch o
f the
se s
ente
nces
doe
s
NO
T ha
ve a
com
pou
nd s
ubje
ct?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
2. W
hich
sen
tenc
e is
mis
sing
a
com
ma?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 4
3.
Whi
ch a
re t
he s
imp
le s
ubje
cts
of S
ente
nce
3?
Aol
der
and
sist
er
Bsi
ster
and
cou
sin
Col
der
and
tool
s
Dto
ys a
nd c
ousi
n
4.
Whi
ch a
re t
he s
imp
le p
redi
cate
s
of S
ente
nce
3?
Aor
gani
zed
and
sort
ed
Bor
gani
zed
and
gard
enin
g
Cga
rden
ing
and
sort
ed
Dso
rted
and
thr
ough
5.
Whi
ch o
f the
se s
ente
nces
has
neith
er a
com
pou
nd s
ubje
ct
nor
a co
mp
ound
pre
dica
te?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
6.
Whi
ch s
ente
nce
has
both
a
com
pou
nd s
ubje
ct a
nd a
com
pou
nd p
redi
cate
?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 5
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
21G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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K41_
GPB
_021
.indd
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5/06
5:37
:53
PM
13 Student Edition pp. 20–21
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© H
arco
urt
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rade
4
© H
arco
urt
• G
rade
4
Nam
e C
om
po
un
d
Sub
ject
s an
d
Pred
icat
es
Less
on
6Ea
ch s
ente
nce
has
a c
om
po
und
sub
ject
or
a co
mp
oun
d
pre
dic
ate.
Cir
cle
the
com
po
und
sub
ject
or
the
com
po
und
pre
dic
ate.
1.
Mar
ia c
olle
cts
the
ticke
ts a
nd t
ears
the
m in
hal
f.
2.
Juan
and
Rei
d he
lp p
eop
le fi
nd t
heir
seat
s.
3.
The
mus
icia
ns a
nd t
heir
frie
nds
build
the
sta
ge.
4.
Qui
nton
, Jul
es, a
nd S
imon
are
the
lead
sin
gers
.
5.
Rhea
or
Kyle
can
hel
p y
ou fi
nd y
our
cost
ume.
6.
We
fit t
he c
ostu
mes
and
pin
up
the
hem
s.
7.
The
per
form
ers
sing
or
danc
e.
Co
mp
lete
eac
h s
ente
nce
. Ad
d a
co
mp
oun
d s
ubje
ct o
r a
com
po
und
pre
dic
ate
as
sho
wn
in p
aren
thes
es (
). R
emem
ber
to
ad
d c
om
mas
as
nee
ded
.
8.
Jona
h . (
com
pou
nd p
redi
cate
)
9.
pic
ked
up r
ocks
. (co
mp
ound
subj
ect)
10.
My
dog
. (co
mp
ound
pre
dica
te)
11.
sta
rted
gro
win
g. (
com
pou
nd
subj
ect)
12.
My
fath
er a
nd m
y br
othe
r .
(com
pou
nd p
redi
cate
)
Poss
ible
resp
onse
s ar
e sh
own.
plan
ned
and
desi
gned
a g
arde
n
Zoe,
Mik
e, a
nd F
rida
ran
and
bark
ed in
the
gard
en
The
lettu
ce, c
arro
ts, a
nd b
eans
pulle
d up
wee
ds a
nd p
lant
ed fl
ower
s
22G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_022
.indd
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06
5:39
:11
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© H
arco
urt
• G
rade
4
Nam
eSi
mp
le a
nd
C
om
po
un
dSe
nte
nce
s
Less
on
7La
bel
eac
h s
ente
nce
sim
ple
or
com
poun
d.
1.
Jere
my
was
hes
and
drie
s th
e di
shes
.
2.
I set
the
tab
le, o
r I m
ake
the
toas
t.
3.
Mot
her
goes
to
the
stor
e, a
nd Je
rem
y go
es w
ith h
er.
4.
I tho
ught
bre
akfa
st w
as r
eady
, but
the
bac
on is
stil
l coo
king
.
5.
The
eggs
and
sau
sage
s ar
e on
the
sto
ve.
6.
I pou
r th
e or
ange
juic
e, a
nd Je
rem
y se
rves
it.
7.
My
favo
rite
mea
l is
brea
kfas
t.
8.
Som
etim
es w
e ha
ve p
anca
kes,
but
tod
ay w
e ha
ve w
affle
s.
9.
The
syru
p is
in t
he b
row
n ju
g.
10.
The
flow
ers
look
pre
tty
in t
he c
ente
r of
the
tab
le.
Rew
rite
eac
h p
air
of
sen
ten
ces
as a
co
mp
oun
d s
ente
nce
, usi
ng
th
e co
nju
nct
ion
in p
aren
thes
es (
).
11.
Shau
na li
kes
hors
es. S
he r
ides
the
m e
very
sum
mer
. (an
d)
12.
She
says
she
won
a r
idin
g tr
ophy
. I h
ave
neve
r se
en it
. (bu
t)
13.
I sw
im in
the
lake
. I fi
sh a
t th
e riv
er. (
or)
14.
Shau
na a
nd I
go c
amp
ing.
I sh
ow h
er h
ow t
o fis
h. (
and)
15.
We
catc
h se
vera
l fis
h. W
e le
t th
em g
o. (
but)si
mpl
e
com
poun
d
com
poun
d
com
poun
d
sim
ple
com
poun
d
sim
ple
com
poun
d
sim
ple
sim
ple
Shau
na li
kes
hors
es, a
nd s
he ri
des
them
eve
ry s
umm
er.
She
says
she
won
a ri
ding
trop
hy, b
ut I
have
nev
er s
een
it.
I sw
im in
the
lake
, or I
fish
at t
he ri
ver.
Shau
na a
nd I
go c
ampi
ng, a
nd I
show
her
how
to fi
sh.
We
catc
h se
vera
l fis
h, b
ut w
e le
t the
m g
o.
23G
ram
mar
Pra
ctic
e B
oo
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.indd
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5:40
:00
PM
14 Student Edition pp. 22–23
RXENL08ATE41_GPB.indd 14RXENL08ATE41_GPB.indd 14 10/4/06 9:47:57 PM10/4/06 9:47:57 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eSi
mp
le a
nd
C
om
po
un
dSe
nte
nce
s
Less
on
7Id
enti
fy e
ach
wo
rd g
roup
as
a co
mm
a sp
lice
or
run-
onse
nten
ce. T
hen
rew
rite
eac
h o
ne
corr
ectl
y as
a c
om
po
und
sen
ten
ce.
1.
The
ranc
h is
larg
e, I
wal
k al
l the
way
aro
und
it.
2.
I hel
p h
im w
ith s
ome
of t
he c
hore
s he
tha
nks
me.
3.
We
can
go t
o se
e th
e ca
ttle
, we
can
exp
lore
the
bar
n.
4.
I wat
er t
he p
lant
s, s
he w
ashe
s th
e w
indo
ws.
5.
We
feed
the
hen
s w
e do
not
feed
the
hor
ses.
Wri
te e
ach
pai
r o
f se
nte
nce
s as
a c
om
po
und
sen
ten
ce, u
sin
g o
r, an
d, o
r bu
t.
6.
I mak
e m
y be
d. I
was
h an
d fo
ld m
y cl
othe
s.
7.
My
aunt
and
unc
le c
ook
dinn
er. W
e al
l eat
tog
ethe
r.
8.
We
can
have
chi
cken
and
sal
ad. W
e ca
n ha
ve p
ork
chop
s an
d gr
een
bean
s.
9.
My
gran
dmot
her
is a
goo
d co
ok. S
he d
oes
not
like
was
hing
and
dry
ing
the
dish
es.
10.
I eat
all
of m
y di
nner
. I e
at s
ome
dess
ert.
com
ma
splic
e; T
he ra
nch
is la
rge,
but
I w
alk
all t
he w
ay a
roun
d it.
run-
on s
ente
nce;
I he
lp h
im w
ith s
ome
of th
e ch
ores
, and
he
than
ks m
e.
com
ma
splic
e; W
e ca
n go
to s
ee th
e ca
ttle,
or w
e ca
n ex
plor
e th
e ba
rn.
com
ma
splic
e; I
wat
er th
e pl
ants
, and
she
was
hes
the
win
dow
s.
run-
on s
ente
nce;
We
feed
the
hens
, but
we
do n
ot fe
ed th
e ho
rses
.
I mak
e m
y be
d, a
nd I
was
h an
d fo
ld m
y cl
othe
s.
My
aunt
and
unc
le c
ook
dinn
er, a
nd w
e al
l eat
toge
ther
.
We
can
have
chi
cken
and
sal
ad, o
r we
can
have
por
k ch
ops
and
gree
n be
ans.
My
gran
dmot
her i
s a
good
coo
k, b
ut s
he d
oes
not l
ike
was
hing
an
d dr
ying
the
dish
es.
I eat
all
of m
y di
nner
, and
I ea
t som
e de
sser
t.
Poss
ible
resp
onse
s ar
e sh
own.
24G
ram
mar
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ctic
e B
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.indd
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5:41
:39
PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
7R
ead
th
is p
art
of
a st
uden
t’s
roug
h d
raft
. Th
en a
nsw
er
the
que
stio
ns
that
fo
llow
.
(1) A
cam
pfi
re is
nic
e, a
nd
it k
eep
s yo
u w
arm
on
ch
illy
nig
hts
. (2) M
ake
the
cam
pfi
re s
mal
l sit
clo
se t
o it
fo
r w
arm
th. (3
) Yo
u c
an u
se b
ran
ches
yo
u
fi n
d o
n t
he
gro
un
d, y
ou
sh
ou
ld n
ot
tak
e b
ran
ches
fro
m a
tre
e. (4
) Yo
u c
an
bu
rn p
aper
. (5) D
o n
ot
bu
rn p
last
ic. (6
) To
pu
t o
ut
the
fi re
, yo
u c
an p
ou
r
wat
er o
ver
it y
ou
can
dig
it u
p a
nd
tu
rn it
ove
r.
1.
Whi
ch o
f the
se s
ente
nces
is a
run-
on s
ente
nce?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 4
2.
To
rew
rite
sent
ence
s 4
and
5 as
a
com
pou
nd s
ente
nce,
whi
ch d
o yo
u
need
to
add
betw
een
the
wor
ds
pape
r an
d do
?
Aa
com
ma
Ba
com
ma
and
the
conj
unct
ion
and
Ca
com
ma
and
the
conj
unct
ion
but
DM
ake
no c
hang
e.
3.
Whi
ch o
f the
se s
ente
nces
is a
com
ma
splic
e?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 5
DSe
nten
ce 6
4.
Whi
ch o
f the
se s
ente
nces
nee
ds a
com
ma
and
the
conj
unct
ion
or?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 6
5.
Whi
ch is
a c
omp
ound
sent
ence
tha
t is
writ
ten
corr
ectly
?
ASe
nten
ce 1
BSe
nten
ce 4
CSe
nten
ce 5
DSe
nten
ce 6
6.
How
can
you
cor
rect
Sent
ence
3?
Ata
ke o
ut t
he c
omm
a
Bad
d th
e co
njun
ctio
n or
Cad
d th
e co
njun
ctio
n bu
t
Dad
d a
com
ma G
ram
mar
–Wri
tin
g
Co
nn
ecti
on
25G
ram
mar
Pra
ctic
e B
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k
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5:42
:03
PM
15 Student Edition pp. 24–25
RXENL08ATE41_GPB.indd 15RXENL08ATE41_GPB.indd 15 10/4/06 9:47:59 PM10/4/06 9:47:59 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e Si
mp
le a
nd
C
om
po
un
d
Sen
ten
ces
Less
on
7R
ewri
te t
he
sen
ten
ces,
ad
din
g c
om
mas
as
nee
ded
.
1.
Lela
run
s ac
ross
the
gra
ss b
ut s
he s
top
s at
the
cre
ek.
2.
She
can
wad
e in
the
wat
er o
r sh
e ca
n lie
on
the
gras
s.
3.
Lela
trie
s to
cat
ch a
sm
all f
ish
but
the
fish
gets
aw
ay.
4.
Lela
wal
ks h
ome
slow
ly a
nd s
he s
its o
n th
e p
orch
.
Tell
wh
eth
er e
ach
sen
ten
ce h
as a
com
poun
d su
bjec
t, h
as a
com
poun
d pr
edic
ate,
or
is a
com
poun
d se
nten
ce. T
hen
cir
cle
each
co
nju
nct
ion
.
5.
A m
an a
nd a
boy
are
coo
king
tog
ethe
r.
6.
The
boy
colle
cts
woo
d, a
nd t
he m
an b
uild
s a
fire.
7.
They
sm
ile a
nd la
ugh
toge
ther
.
8.
The
man
cle
ans
up, b
ut t
he b
oy s
its q
uiet
ly.
9.
The
boy
wat
ers
and
feed
s th
e ho
rses
.
10.
The
hors
es e
at h
ay, o
r th
ey e
at g
rain
.
11.
The
sun
sets
, but
it is
not
col
d.
12.
The
moo
n an
d th
e st
ars
will
be
out
soon
.
com
poun
d su
bjec
t
Lela
wal
ks h
ome
slow
ly, a
nd s
he s
its o
n th
e po
rch.
com
poun
d se
nten
ce
com
poun
d pr
edic
ate
com
poun
d se
nten
ce
com
poun
d pr
edic
ate
com
poun
d se
nten
ce
com
poun
d su
bjec
t
com
poun
d se
nten
ce
Lela
trie
s to
cat
ch a
sm
all f
ish,
but
the
fish
gets
aw
ay.
She
can
wad
e in
the
wat
er, o
r she
can
lie
on th
e gr
ass.
Lela
runs
acr
oss
the
gras
s, b
ut s
he s
tops
at t
he c
reek
.
26G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_026
.indd
26
9/5/
06
5:44
:18
PM
© H
arco
urt
• G
rade
4
Nam
ePr
epo
siti
on
al
Phra
ses
Less
on
8U
nd
erlin
e th
e p
rep
osi
tio
nal
ph
rase
. Cir
cle
the
ob
ject
of
the
pre
po
siti
on
.
1.
This
cen
ter
teac
hes
com
put
er s
kills
to
stud
ents
.
2.
Toda
y’s
less
on is
acr
oss
the
hall.
3.
Aft
er t
he b
reak
, the
re w
ill b
e a
dem
onst
ratio
n.
4.
Ther
e ar
e se
vera
l wor
ksta
tions
in t
he r
oom
.
5.
You
can
shar
e a
com
put
er w
ith a
cla
ssm
ate.
6.
Read
the
inst
ruct
ions
on
the
chal
kboa
rd.
Cir
cle
each
pre
po
siti
on
al p
hra
se. W
rite
eac
h p
rep
osi
tio
n a
nd
its
ob
ject
.
7.
Hug
o an
d M
ia w
ork
toge
ther
on
a re
por
t.
8.
Mia
sug
gest
s ge
ttin
g in
form
atio
n fr
om w
ebsi
tes.
9.
They
vis
it a
libra
ry n
ear
thei
r sc
hool
.
10.
The
pow
er s
witc
h is
beh
ind
the
mon
itor.
11.
Mia
sea
rche
s fo
r in
form
atio
n.
12.
The
stud
ents
feel
goo
d ab
out
thei
r w
ork.
Rew
rite
th
is s
ente
nce
sev
eral
tim
es: W
e se
arch
ed t
he
Inte
rnet
. Ad
d a
dif
fere
nt
pre
po
siti
on
al p
hra
se e
ach
tim
e. H
ow
man
y d
iffe
ren
t se
nte
nce
s ca
n y
ou
mak
e?
abou
t, w
ork
Acce
pt re
ason
able
resp
onse
s.
for,
info
rmat
ion
behi
nd, m
onito
r
near
, sch
ool
from
, web
site
s
on, r
epor
t
27G
ram
mar
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ctic
e B
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.indd
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5/06
5:46
:07
PM
16 Student Edition pp. 26–27
RXENL08ATE41_GPB.indd 16RXENL08ATE41_GPB.indd 16 10/4/06 9:48:00 PM10/4/06 9:48:00 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
ePr
epo
siti
on
al
Phra
ses
Less
on
8R
ewri
te t
he
par
agra
ph
. Ch
oo
se p
rep
osi
tio
ns
fro
m t
he
bo
x to
co
mp
lete
eac
h s
ente
nce
. Use
eac
h p
rep
osi
tio
n
on
ly o
nce
.
Ye
ster
day,
my
sist
er a
nd I
wen
t sh
opp
ing
(1)
our
gran
dmot
her.
Early
(2)
t
he m
orni
ng, w
e le
ft t
he h
ouse
.
We
drov
e (3
) t
he e
lect
roni
cs s
tore
. My
gran
dmot
her
led
us
(4)
the
sto
re. (
5)
a w
hile
, we
foun
d th
e
com
put
er s
ectio
n. T
here
wer
e sa
le s
igns
(6)
o
ur h
eads
. My
gran
dmot
her
aske
d q
uest
ions
(7)
e
ach
com
put
er. M
y si
ster
and
I pra
ctic
ed t
ypin
g (8
) t
he k
eybo
ards
. My
gran
dmot
her
boug
ht a
new
com
put
er (
9)
our
hom
e!
Co
mp
lete
eac
h s
ente
nce
wit
h a
pre
po
siti
on
al p
hra
se.
10.
We
are
usin
g th
e co
mp
uter
s .
11.
I am
sitt
ing
.
12.
The
libra
rian
is
.
13.
I see
my
teac
her
.
abo
veab
ou
tw
ith
toin
toin
for
afte
ro
nth
rou
gh
Poss
ible
resp
onse
s ar
e sh
own.
Yest
erda
y, m
y si
ster
and
I w
ent s
hopp
ing
(1) w
ith o
ur
gran
dmot
her.
Early
(2) i
n th
e m
orni
ng, w
e le
ft th
e ho
use.
W
e dr
ove
(3) t
o th
e el
ectro
nics
sto
re. M
y gr
andm
othe
r led
us
(4) t
hrou
gh th
e st
ore.
(5) A
fter a
whi
le, w
e fo
und
the
com
pute
r se
ctio
n. T
here
wer
e sa
le s
igns
(6) a
bove
our
hea
ds. M
y gr
andm
othe
r ask
ed q
uest
ions
(7) a
bout
eac
h co
mpu
ter.
My
sist
er a
nd I
prac
ticed
typi
ng (8
) on
the
keyb
oard
s. M
y gr
andm
othe
r bou
ght a
new
com
pute
r (9)
for o
ur h
ome!
Poss
ible
resp
onse
s ar
e sh
own.
besi
de m
y fri
end
behi
nd th
e de
sk
in th
e lib
rary
acro
ss th
e ro
om
28G
ram
mar
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ctic
e B
oo
k
RXE
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GPB
_028
.indd
289/
5/06
5:46
:48
PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
8R
ead
th
is p
art
of
a st
uden
t’s
roug
h d
raft
. Th
en a
nsw
er
the
que
stio
ns
that
fo
llow
.
(1) M
y fa
mil
y li
ves
on
a f
arm
. (2) B
efo
re w
e ea
t b
reak
fast
, we
do
man
y
cho
res.
(3
) S
om
etim
es I
co
llec
t eg
gs
fro
m t
he
chic
ken
s. (4
) On
oth
er
day
s, I
hel
p c
are
for
the
ho
rses
. (5) I
use
a p
itch
fork
an
d g
et h
ay f
rom
th
e
hay
loft
. (6) I
pla
ce t
he
fres
h h
ay in
th
eir
stal
ls.
1.
Whi
ch is
the
pre
pos
ition
in
Sent
ence
3?
ASo
met
imes
Bco
llect
Cfr
om
DTh
ere
is n
o p
rep
ositi
on.
2.
Whi
ch is
the
obj
ect
of t
he
pre
pos
ition
in S
ente
nce
5?
AI
Bp
itchf
ork
Cha
y
Dha
ylof
t
3.
Whi
ch is
the
pre
pos
ition
al p
hras
e in
Sent
ence
1?
AM
y fa
mily
Bliv
es o
n
Con
a fa
rm
Dfa
rm
4.
Whi
ch s
ente
nce
has
two
pre
pos
ition
al p
hras
es?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 5
5.
Whi
ch is
the
pre
pos
ition
in
Sent
ence
6?
AI
Bp
lace
Cth
e
Din
6.
Whi
ch is
the
obj
ect
of t
he
pre
pos
ition
in S
ente
nce
6?
Afr
esh
Bha
y
Cth
eir
Dst
alls
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
29G
ram
mar
Pra
ctic
e B
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:21
PM
17 Student Edition pp. 28–29
RXENL08ATE41_GPB.indd 17RXENL08ATE41_GPB.indd 17 10/4/06 9:48:01 PM10/4/06 9:48:01 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e Pr
epo
siti
on
al
Phra
ses
Less
on
8W
rite
eac
h p
rep
osi
tio
nal
ph
rase
. Un
der
line
the
pre
po
siti
on
an
d c
ircl
e it
s o
bje
ct.
1.
Ther
e ar
e m
any
kind
s of
com
put
er s
yste
ms.
2.
Som
e co
mp
uter
pro
gram
s ar
e us
ed in
offi
ce w
ork.
3.
Oth
er p
rogr
ams
crea
te a
rt w
ith d
raw
ing
tool
s.
4.
Man
y p
eop
le p
lay
gam
es o
n co
mp
uter
s.
5.
Frie
nds
send
pho
togr
aphs
thr
ough
e-m
ail.
6.
We
use
com
put
ers
for
lear
ning
.
7.
If yo
u w
alk
into
a s
choo
l, yo
u w
ill s
ee m
any
com
put
ers.
8.
Com
put
ers
are
a go
od s
ourc
e of
info
rmat
ion.
Rew
rite
eac
h s
ente
nce
, usi
ng
a p
rep
osi
tio
n f
rom
th
e b
ox
to c
om
ple
te it
.
Use
eac
h w
ord
on
ly o
nce
.
9.
a p
ower
failu
re, y
ou m
ay lo
se c
omp
uter
file
s.
10.
It is
bes
t to
sav
e ex
tra
cop
ies
you
r w
ork.
11.
You
can
prin
t fil
es
a p
rinte
r.
12.
You
can
also
sav
e da
ta
a d
isk.
afte
rw
ith
on
of
of c
ompu
ter s
yste
ms
in o
ffice
wor
k
with
dra
win
g to
ols
on c
ompu
ters
thro
ugh
e-m
ail
for l
earn
ing
into
a s
choo
l
of in
form
atio
n
You
can
also
sav
e da
ta o
n a
disk
.
You
can
prin
t file
s w
ith a
prin
ter.
It is
bes
t to
save
ext
ra c
opie
s of
you
r wor
k.
Afte
r a p
ower
failu
re, y
ou m
ay lo
se c
ompu
ter f
iles.
30G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_030
.indd
30
9/5/
06
5:49
:28
PM
© H
arco
urt
• G
rade
4
Nam
eC
lau
ses
and
Ph
rase
s; C
om
ple
x Se
nte
nce
s
Less
on
9Te
ll w
het
her
eac
h g
roup
of
wo
rds
form
s an
inde
pend
ent
clau
se o
r a
depe
nden
t cl
ause
.
1.
My
fath
er u
sed
birc
h fo
r ba
sket
fram
es
2. B
efor
e he
col
lect
ed t
he p
lant
s
3.
Beca
use
my
aunt
s lik
ed w
illow
pla
nts
4.
My
mot
her
star
ted
to w
ork
5.
Whe
n sh
e fin
ishe
d he
r bu
ndle
of p
lant
s
6.
Sinc
e th
e bi
rch
tree
s w
ere
far
away
7.
We
drov
e in
a c
ar t
o fin
d th
em
8.
Whe
n he
r gr
ands
on le
arne
d to
wea
ve
Fin
d t
he
ind
epen
den
t an
d d
epen
den
t cl
ause
s in
th
ese
sen
ten
ces.
Dra
w o
ne
line
und
er e
ach
ind
epen
den
t cl
ause
. Dra
w t
wo
lin
es u
nd
er e
ach
dep
end
ent
clau
se.
9.
Aft
er t
he in
stru
ctor
gav
e th
e di
rect
ions
, all
of t
he s
tude
nts
bega
n w
eavi
ng.
10.
The
inst
ruct
or w
as p
leas
ed b
ecau
se t
he s
tude
nts
wor
ked
qui
etly
.
11.
Whi
le t
he s
tude
nts
pra
ctic
ed, t
he in
stru
ctor
wal
ked
arou
nd t
he r
oom
ans
wer
ing
que
stio
ns.
12.
Beca
use
ther
e w
ere
only
ten
set
s of
mat
eria
ls, t
wo
stud
ents
sha
red.
13.
Each
per
son
help
ed c
lean
up
, sin
ce t
his
was
the
last
cla
ss o
f the
day
.
14.
Whe
n th
e cl
ass
was
ove
r, th
e st
uden
ts t
hank
ed t
he t
each
er.
15.
Befo
re t
he s
tude
nts
left
, the
y sh
owed
the
ir ba
sket
s.
Wri
te a
sen
ten
ce a
bo
ut
mak
ing
bas
kets
th
at c
on
tain
s o
ne
ind
epen
den
t cl
ause
an
d
on
e d
epen
den
t cl
ause
. Dra
w o
ne
line
un
der
th
e in
dep
end
ent
clau
se. D
raw
tw
o li
nes
un
der
th
e d
epen
den
t cl
ause
. Ac
cept
reas
onab
le re
spon
ses.
depe
nden
t cla
use
inde
pend
ent c
laus
e
depe
nden
t cla
use
depe
nden
t cla
use
depe
nden
t cla
use
depe
nden
t cla
use
inde
pend
ent c
laus
e
inde
pend
ent c
laus
e
31G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
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_031
.indd
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5/06
5:50
:52
PM
18 Student Edition pp. 30–31
RXENL08ATE41_GPB.indd 18RXENL08ATE41_GPB.indd 18 10/4/06 9:48:03 PM10/4/06 9:48:03 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eC
lau
ses
and
Ph
rase
s; C
om
ple
x Se
nte
nce
s
Less
on
9La
bel
eac
h s
ente
nce
sim
ple,
com
poun
d, o
r co
mpl
ex.
1.
My
favo
rite
mat
eria
l for
wea
ving
is p
ine.
2.
Rita
wou
ld s
how
you
her
bas
kets
, but
she
is t
oo t
ired.
3.
Befo
re t
his
year
’s fe
stiv
al, I
will
mak
e m
any
bask
ets.
4.
Aft
er w
e fin
ish
this
one
, let
’s s
top
for
the
day.
5.
Ther
e ar
e so
man
y ty
pes
of b
aske
ts t
hat
I wou
ld li
ke t
o m
ake.
6.
My
frie
nd a
nd I
aske
d fo
r he
lp in
find
ing
the
right
typ
e of
pla
nts.
7.
Eva
mad
e th
is b
aske
t, a
nd I
thin
k it
is s
o p
rett
y.
8.
I am
hap
py
that
Pao
lo li
kes
this
bas
ket,
sin
ce it
is m
y fa
vorit
e.
Co
mb
ine
the
pai
rs o
f se
nte
nce
s to
mak
e co
mp
lex
sen
ten
ces.
Use
co
mm
as w
hen
they
are
nee
ded
. Th
e co
nn
ecti
ng
wo
rds
in t
he
bo
x m
ay h
elp
yo
u.
9.
Ms.
Tam
ez g
oes
to t
he m
ount
ains
oft
en. T
hey
are
near
her
hom
e.
10.
Robe
rt c
olle
cts
bran
ches
. Ms.
Tam
ez lo
oks
for
bran
ches
, too
.
11.
They
foun
d th
e p
lant
s th
ey w
ant.
The
y w
alk
hom
e.
12.
Robe
rt a
nd M
s. T
amez
beg
in w
eavi
ng. T
hey
eat
dinn
er.
alth
ou
gh
ifb
ecau
seb
efo
rew
hen
afte
rsi
nce
Poss
ible
resp
onse
sar
e sh
own.
com
poun
dco
mpl
ex
sim
ple
com
plex
com
plex
sim
ple
com
poun
d
com
plex
Ms.
Tam
ez g
oes
to th
e m
ount
ains
ofte
n, b
ecau
se th
ey a
re n
ear
her h
ome.
Whe
n Ro
bert
colle
cts
bran
ches
, Ms.
Tam
ez lo
oks
for b
ranc
hes,
too.
Afte
r the
y fin
d th
e pl
ants
they
wan
t, th
ey w
alk
hom
e.
Befo
re R
ober
t and
Ms.
Tam
ez b
egin
wea
ving
, the
y ea
t din
ner.
32G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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GPB
_032
.indd
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16/0
67:
36:1
7AM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
9R
ead
th
is p
art
of
a st
uden
t’s
roug
h d
raft
. Th
en a
nsw
er
the
que
stio
ns
that
fo
llow
.
(1) W
hen
So
nia
wak
es u
p in
th
e m
orn
ing,
th
e fi
rst
thin
g s
he
do
es is
go
to
her
win
do
w. (2
) Alt
ho
ug
h s
he
cou
ld li
sten
to
th
e ra
dio
sh
e li
kes
to
ch
eck
th
e w
eath
er
by
loo
kin
g o
uts
ide.
(3) S
on
ia w
akes
her
sis
ters
, an
d s
he
pre
par
es a
pic
nic
lun
ch.
(4) S
ince
th
e w
eath
er is
nic
e th
e g
irls
wil
l co
llec
t p
lan
ts f
or
wea
vin
g. (5
) Th
e
bas
ket
fes
tiva
l is
nex
t m
on
th!
1.
Whi
ch is
an
inde
pen
dent
cla
use?
AW
hen
Soni
a w
akes
up
in t
he
mor
ning
(Se
nten
ce 1
)
BA
lthou
gh s
he c
ould
list
en t
o
the
radi
o (S
ente
nce
2)
Csh
e lik
es t
o ch
eck
the
wea
ther
by
look
ing
outs
ide
(Sen
tenc
e 2)
DSi
nce
the
wea
ther
is n
ice
(Sen
tenc
e 4)
2.
Whe
re s
houl
d th
ere
be a
com
ma
in
Sent
ence
4?
Aaf
ter
the
wor
d si
nce
Baf
ter
the
wor
d ni
ce
Caf
ter
the
wor
d gi
rls
Daf
ter
the
wor
d pi
cnic
3.
Whi
ch is
NO
T a
com
ple
x se
nten
ce?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 4
4.
Whi
ch is
a s
imp
le s
ente
nce?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 5
5.
Whi
ch is
a d
epen
dent
cla
use?
Ath
e fi r
st t
hing
she
doe
s is
go
to
her
win
dow
(Se
nten
ce 1
)
BSo
nia
wak
es h
er s
iste
rs
(Sen
tenc
e 3)
Csh
e p
rep
ares
a p
icni
c lu
nch
(Sen
tenc
e 3)
DSi
nce
the
wea
ther
is n
ice
(Sen
tenc
e 4)
6.
Whi
ch h
as a
dep
ende
nt c
laus
e th
at
need
s a
com
ma?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 5
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
33G
ram
mar
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ctic
e B
oo
k
RXE
NL0
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K41_
GPB
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.indd
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16/0
67:
36:3
1AM
19 Student Edition pp. 32–33
RXENL08ATE41_GPB.indd 19RXENL08ATE41_GPB.indd 19 10/4/06 9:48:04 PM10/4/06 9:48:04 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e C
lau
ses
and
Ph
rase
s; C
om
ple
x Se
nte
nce
s
Less
on
9R
ewri
te e
ach
sen
ten
ce. A
dd
th
e ty
pe
of
clau
se s
ho
wn
in
par
enth
eses
. Rem
emb
er t
o a
dd
co
mm
as a
s n
eed
ed.
1.
Alth
ough
bas
kets
are
mos
tly u
sed
to h
old
thin
gs,
. (in
dep
ende
nt)
2.
Befo
re I
use
any
mat
eria
ls fo
r w
eavi
ng,
. (in
dep
ende
nt)
3.
May
a co
llect
ed
wea
ving
mat
eria
ls in
the
mou
ntai
ns. (
dep
ende
nt)
4.
her
mot
her
show
ed h
er h
ow t
o w
eave
. (de
pen
dent
)
Mak
e co
mp
lex
sen
ten
ces
fro
m t
he
sen
ten
ce p
airs
. Un
der
line
the
ind
epen
den
t
clau
se o
nce
an
d t
he
dep
end
ent
clau
se t
wic
e. T
he
firs
t o
ne
is d
on
e fo
r yo
u.
5.
My
scho
ol d
ays
end
at 3
:30
P.M
. I h
elp
my
fam
ily w
eave
bas
kets
.
6.
Art
ie w
ants
to
lear
n to
wea
ve. H
e ca
n ta
ke fr
ee c
lass
es.
7.
My
mot
her
colle
cts
pin
e ne
edle
s. S
he s
oaks
the
m in
wat
er.
8.
Mar
ian
cuts
man
y re
eds.
She
will
mak
e ba
sket
s fo
r th
e fe
stiv
al.
9.
Tony
a fin
ds a
boo
k ab
out
wea
ving
. She
trie
s to
mak
e a
bask
et.
10.
The
wea
vers
sit
dow
n. T
hey
are
read
y to
beg
in w
eavi
ng.
Whe
n m
y sc
hool
day
s en
d at
3:3
0 P.
M.,
I he
lp m
y fa
mily
wea
ve
ba
sket
s.
The
wea
vers
sit
dow
n w
hen
they
are
read
y to
beg
in w
eavi
ng.
Poss
ible
resp
onse
s ar
e sh
own.
Afte
r she
lear
ned
wha
t pla
nts
to u
se, th
ey a
re a
lso
used
for
deco
ratio
n.I p
repa
re th
em c
aref
ully
.
Whe
n M
aya
finis
hed
colle
ctin
g pl
ants
,
If Ar
tie w
ants
to le
arn
to w
eave
, he
can
take
free
cla
sses
.
Afte
r my
mot
her c
olle
cts
pine
nee
dles
, she
soa
ks th
em in
wat
er.
Mar
ian
cuts
man
y re
eds,
sin
ce s
he w
ill m
ake
bask
ets
for t
hefe
stiv
al.
Tony
a fin
ds a
boo
k ab
out w
eavi
ng b
efor
e sh
e tri
es to
mak
e a
bask
et.
Poss
ible
resp
onse
s ar
e sh
own.
34G
ram
mar
Pra
ctic
e B
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k
RXE
NL0
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K41_
GPB
_034
.indd
34
9/16
/06
7:3
8:40
AM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
10
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) M
y fa
mil
y co
ok
s an
d e
ats
din
ner
to
geth
er. (2
) We
pla
n t
he
wee
k’s
men
us
on
Sat
urd
ay w
e go
sh
op
pin
g fo
r gr
oce
ries
on
Su
nd
ay. (3
) We
mak
e m
any
diff
ere
nt
dis
hes
. (4) M
y fa
ther
an
d m
y si
ster
lik
e to
mak
e p
izza
, bu
t m
y m
oth
er a
nd
I li
ke
spag
het
ti b
est.
(5) I
th
ink
mak
ing
din
ner
is f
un
, bu
t it
is n
ot
as m
uch
fu
n a
s ea
tin
g it
!
1.
Whi
ch s
ente
nce
is a
run-
on s
ente
nce?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
4
D
Sent
ence
5
2.
Whi
ch a
re t
he s
imp
le p
redi
cate
s
of S
ente
nce
1?
A
My
and
fam
ily
B
fam
ily a
nd c
ooks
C
cook
s an
d ea
ts
D
eats
and
din
ner
3.
Whi
ch o
f the
se s
ente
nces
is
a si
mp
le s
ente
nce?
A
Sent
ence
2
B
Sent
ence
3
C
Sent
ence
4
D
Sent
ence
5
4.
Whi
ch s
ente
nce
has
a
com
pou
nd s
ubje
ct A
ND
is a
com
pou
nd s
ente
nce?
A
Sent
ence
1
B
Sent
ence
3
C
Sent
ence
4
D
Sent
ence
5
5.
Whi
ch d
escr
ibes
Sen
tenc
e 5?
A
com
pou
nd s
ente
nce
B
sim
ple
sen
tenc
e
C
com
pou
nd s
ubje
ct
D
com
pou
nd p
redi
cate
6.
Whi
ch is
the
sub
ject
of b
oth
par
ts
of S
ente
nce
2?
A
groc
erie
s
B
Satu
rday
C
men
us
D
We
35G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_035
.indd
35
9/5/
06
5:55
:40
PM
20 Student Edition pp. 34–35
RXENL08ATE41_GPB.indd 20RXENL08ATE41_GPB.indd 20 10/4/06 9:48:05 PM10/4/06 9:48:05 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e
Less
on
10
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) A
un
t M
illi
e st
oo
d o
n t
he
do
ck b
y h
er s
ail b
oat
. (2) S
he
sugg
este
d a
tri
p
acro
ss t
he
lak
e. (3
) Alt
ho
ug
h I
was
ner
vou
s I
agre
ed. (4
) Bef
ore
we
cou
ld le
ave,
we
had
to
get
eve
ryth
ing
read
y. (5
) Aft
er w
e p
rep
ared
th
e b
oat
, we
sail
ed in
to t
he
dee
p w
ater
s. (6
) Bec
ause
it w
as a
gre
at t
rip,
I le
arn
ed t
o lo
ve s
aili
ng
!
1.
Whi
ch o
f the
se is
NO
T a
dep
ende
nt c
laus
e?
A
Alth
ough
I w
as n
ervo
us
B
Befo
re w
e co
uld
leav
e
C
I lea
rned
to
love
sai
ling!
D
Beca
use
it w
as a
gre
at t
rip
2.
Whi
ch is
the
pre
pos
ition
in
Sent
ence
2?
A
she
B
sugg
este
d
C
a
D
acro
ss
3.
Whi
ch is
the
obj
ect
of t
he
pre
pos
ition
in S
ente
nce
5?
A
we
B
boat
C
saile
d
D
wat
ers
4.
Whi
ch s
ente
nce
has
two
pre
pos
ition
al p
hras
es?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
3
D
Sent
ence
4
5.
Whi
ch o
f the
se s
ente
nces
is N
OT
a co
mp
lex
sent
ence
?
A
Sent
ence
2
B
Sent
ence
4
C
Sent
ence
5
D
Sent
ence
6
6.
Whi
ch s
ente
nce
has
a de
pen
dent
clau
se t
hat
is m
issi
ng a
com
ma?
A
Sent
ence
1
B
Sent
ence
3
C
Sent
ence
5
D
Sent
ence
6
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arco
urt
• G
rade
4
Nam
eC
om
mo
n a
nd
Pr
op
er N
ou
ns
Less
on
11
Wri
te c
omm
on o
r pr
oper
to
iden
tify
eac
h u
nd
erlin
ed n
oun
.
1.
The
inse
ct r
ests
on
the
bran
ch.
2.
Thea
tak
es a
wal
k in
the
woo
ds.
3.
The
tree
is v
ery
tall.
4.
My
mot
her
is in
the
gar
den.
5.
Gra
ndp
a p
icks
flow
ers.
6.
The
child
ren
see
butt
erfli
es in
the
fiel
d.
7.
The
wor
m c
raw
ls a
long
the
gro
und.
8.
Dar
ron
sear
ches
for
frog
s by
the
cre
ek.
9.
Ther
e is
a p
icni
c by
the
lake
on
Labo
r D
ay.
Rew
rite
eac
h s
ente
nce
. Un
der
line
the
com
mo
n n
oun
s. C
ircl
e th
e p
rop
er n
oun
s.
10.
My
clas
s ce
lebr
ates
Ear
th D
ay.
11.
We
lear
n ab
out
man
y di
ffere
nt a
nim
ials
.
12.
Our
tea
cher
is M
rs. A
bram
s.
13.
She
talk
s ab
out
pan
das
and
goril
las.
14.
Mar
ie a
sks
a q
uest
ion.
15.
On
Frid
ay w
e w
rite
rep
orts
.
com
mon
com
mon co
mm
on com
mon
com
mon
prop
er
prop
er
prop
erpr
oper
My
clas
s ce
lebr
ates
Ear
th D
ay.
We
lear
n ab
out m
any
diffe
rent
ani
mal
s.
Our t
each
er is
Mrs
. Abr
ams.
She
talk
s ab
out p
anda
s an
d go
rilla
s.
Mar
ie a
sks
a qu
estio
n.
On F
riday
we
writ
e re
ports
.
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:30
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21 Student Edition pp. 36–37
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eC
om
mo
n a
nd
Pr
op
er N
ou
ns
Less
on
11
Wri
te t
he
abb
revi
atio
n f
or
each
of
the
follo
win
g w
ord
s.
1.
Febr
uary
2.
Thur
sday
3.
Aven
ue
4.
ounc
es
5.
Aug
ust
6.
mile
s
7.
Stre
et
Rew
rite
th
e w
ord
s b
elo
w.
Rep
lace
eac
h a
bb
revi
atio
n w
ith
th
e fu
ll w
ord
.
8.
Dr.
Vila
r
9.
Hen
ders
on R
d.
10.
Mt.
Mitc
hell
11.
20 c
m
12.
Mr.
McD
onal
d
13.
Oct
. 23
14.
Tues
.
15.
Mrs
. Pilm
ar
Feb.
Thur
s.Av
e.oz
.Au
g.m
i.St
.
Doct
or V
ilar
Hend
erso
n Ro
ad
Mou
nt M
itche
ll
20 c
entim
eter
s
Mis
ter M
cDon
ald
Octo
ber 2
3
Tues
day
Mis
tress
Pilm
ar
38G
ram
mar
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arco
urt
• G
rade
4
Nam
e
Less
on
11
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
answ
er t
he
que
stio
ns
that
fo
llow
.
(1)
In
th
e w
inte
r m
any
bu
tter
fl ie
s m
igra
te t
o m
exic
o. (2
) Mil
lio
ns
of
Bu
tter
fl ie
s fl
y ac
ross
th
e U
nit
ed S
tate
s. (3
) My
frie
nd
Jer
emia
h
live
s in
Tex
as. (4
) He
cou
nts
th
e m
on
arch
s h
e se
es m
igra
tin
g. (5
) On
Sep
tem
ber
12
, jer
emia
h c
ou
nts
mo
re t
han
10
0 b
utt
erfl
ies
in o
ne
ho
ur!
1.
Whi
ch w
ord
in S
ente
nce
1 sh
ould
be c
apita
lized
?
Aw
inte
r
Bm
any
Cbu
tter
fl ies
Dm
exic
o
2.
Whi
ch is
the
cor
rect
abb
revi
atio
n fo
r
Uni
ted
Stat
es in
Sen
tenc
e 2?
AU
n.St
.
BU
S
CU
S.
DU
.S.
3.
Whi
ch w
ord
is a
com
mon
nou
n in
Sent
ence
3?
Afr
iend
BJe
rem
iah
Cliv
es
DTe
xas
4.
Whi
ch w
ord
in S
ente
nce
2 sh
ould
NO
T be
cap
italiz
ed?
AM
illio
ns
BBu
tter
fl ies
CU
nite
d
DSt
ates
5.
Whi
ch is
the
cor
rect
abb
revi
atio
n fo
r
the
wor
d Se
ptem
ber
in S
ente
nce
5?
ASe
p.
BSp
t.
CSe
pt.
DSe
pte
m.
6.
Whi
ch w
ord
in S
ente
nce
5 sh
ould
be
cap
italiz
ed?
Aco
unte
d
Bje
rem
iah
Cbu
tter
fl ies
Dho
ur
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:07
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22 Student Edition pp. 38–39
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arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e C
om
mo
n a
nd
Pr
op
er N
ou
ns
Less
on
11
Fill
in e
ach
bla
nk
wit
h a
co
mm
on
no
un.
1.
At
the
, we
lear
ned
abou
t oc
ean
anim
als.
2.
The
tour
gui
de s
how
ed u
s a
mod
el o
f a
.
3.
We
also
saw
a fi
lm a
bout
.
4.
Lear
ning
abo
ut t
he
was
my
favo
rite
par
t.
5.
Our
, M
s. R
odon
do, t
old
us t
o ge
t on
the
bus
.
6.
Whe
n w
e go
t ba
ck t
o , w
e w
rote
rep
orts
.
7.
I tol
d m
y a
bout
my
field
trip
.
Fill
in e
ach
bla
nk
wit
h a
pro
per
no
un. U
se a
bb
revi
atio
ns
for
titl
es o
f p
eop
le.
8.
is a
par
k ra
nger
.
9.
We
go s
wim
min
g in
the
.
10.
The
par
k is
clo
sed
on
.
11.
Tara
and
li
ke t
o co
llect
roc
ks.
12.
My
dog,
, b
arks
at
the
bird
s.
13.
Aro
und
the
cam
pfir
e, w
e si
ng a
son
g ca
lled
.
14.
d
rives
me
hom
e.
15.
On
, I w
rite
abou
t ou
r vi
sit
to t
he p
ark.
Poss
ible
re
spon
ses
are
show
n. wha
le
dolp
hins
turtl
es
teac
her
scho
ol
gran
dmot
her
Mrs
. Leo
ne
Colo
rado
Riv
er
New
Yea
r’s D
ay
Donn
ie
Bess
ie
“Hom
e on
the
Rang
e”
Uncl
e La
rry
Mon
day
mus
eum
Poss
ible
re
spon
ses
are
show
n.
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mar
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ctic
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arco
urt
• G
rade
4
Nam
eSi
ng
ula
r an
dPl
ura
l No
un
s
Less
on
12
Dra
w a
lin
e un
der
eac
h n
oun
. Wri
te a
n S
for
eac
h s
ing
ular
nou
n a
nd
a P
for
eac
h p
lura
l nou
n.
1.
The
trip
to
the
mou
ntai
ns w
as fu
n.
2.
The
visi
tors
cam
e fr
om a
roun
d th
e w
orld
.
3.
My
frie
nd c
olle
cted
roc
ks.
4.
The
smal
lest
sto
nes
wer
e fo
und
by t
he s
trea
m.
5.
Ther
e w
ere
rare
gem
s at
the
mus
eum
.
6.
The
mos
t va
luab
le o
nes
wer
e di
spla
yed
in c
ases
.
7.
The
guid
e sa
id t
hat
rock
s ar
e m
ade
of m
iner
als.
Rew
rite
eac
h s
ente
nce
. Co
mp
lete
eac
h o
ne
wit
h t
he
plu
ral f
orm
of
the
wo
rd in
par
enth
eses
( )
.
8.
The
scie
ntis
ts fo
und
. (fo
ssil)
9.
They
hea
rd
eru
pt.
(vo
lcan
o)
10.
The
dam
age
was
cau
sed
by
. (ea
rthq
uake
)
11.
The
wer
e bu
ried
unde
r as
h. (
city
)
12.
We
enjo
yed
our
geol
ogy
. (cl
ass)
S; P
P; S
S; P
P; S
P; S
P; P
S; P
; P
The
scie
ntis
ts fo
und
foss
ils.
They
hea
rd v
olca
noes
eru
pt.
The
dam
age
was
cau
sed
by e
arth
quak
es.
The
citie
s w
ere
burie
d un
der a
sh.
We
enjo
yed
our g
eolo
gy c
lass
es.
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:02
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23 Student Edition pp. 40–41
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arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eSi
ng
ula
r an
dPl
ura
l No
un
s
Less
on
12
Wri
te t
he
plu
ral f
orm
of
each
no
un.
1.
per
son
2.
man
3.
wom
an
4.
life
5.
shel
f
6.
leaf
7.
moo
se
8.
fish
9.
goos
e
10.
deer
Rew
rite
eac
h s
ente
nce
. Rep
lace
th
e un
der
lined
wo
rd w
ith
th
e p
lura
l fo
rm
of
the
no
un.
11.
The
child
and
the
gui
de h
iked
up
the
hill
.
12.
The
rock
s w
ere
shar
p u
nder
the
ir fo
ot.
13.
They
saw
mou
se r
un a
cros
s th
e gr
ound
.
14.
One
tre
e ha
d m
arks
from
a b
ear’s
too
th.
15.
The
cam
per
s ha
d p
acke
d th
eir
knife
for
cook
ing.
peop
le
deer
shel
ves
men
moo
sefis
h
lives
wom
en
gees
e
leav
es
The
child
ren
and
the
guid
e hi
ked
up th
e hi
ll.
The
rock
s w
ere
shar
p un
der t
heir
feet
.
They
saw
mic
e ru
n ac
ross
the
grou
nd.
One
tree
had
mar
ks fr
om a
bea
r’s te
eth.
The
cam
pers
had
pac
ked
thei
r kni
ves
for c
ooki
ng.
42G
ram
mar
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ctic
e B
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38:5
8AM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
12
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
(1)
I li
ve in
a b
ig c
ity.
(2) W
hen
I w
ant
to p
lay
ou
tdo
ors
, I g
o t
o o
ne
of
the
par
k. (3
) At
the
par
k, I
can
pla
y w
ith
oth
er c
hil
d. (4
) I c
an s
ee fi
sh
in t
he
po
nd
s, b
erri
es o
n t
he
bu
shes
, an
d b
ird
s an
d b
utt
erfl
ies
in t
he
air.
(5) S
om
etim
es I
pla
y h
ide-
and
-see
k a
mo
ng
th
e tr
ee. (6
) I c
an d
o
acti
viti
es a
t th
e p
ark
fo
r fu
n.
1.
Whi
ch is
the
cor
rect
plu
ral f
orm
of
the
wor
d ci
ty?
Aci
tys
Bci
ties
Cci
tes
Dci
tyes
2.
Whi
ch is
the
cor
rect
plu
ral f
orm
of
the
unde
rline
d w
ord
in S
ente
nce
2?
Ap
arke
s
Bp
arx
Cp
arks
Dp
ark
3.
Whi
ch is
the
cor
rect
plu
ral f
orm
of
the
unde
rline
d w
ord
in S
ente
nce
3?
Ach
ildre
n
Bch
ilds
Cch
ildes
Dch
ildie
s
4.
How
man
y p
lura
l nou
ns a
re in
Sent
ence
4?
Ath
ree
Bfo
ur
Cfi v
e
Dsi
x
5.
Whi
ch w
ord
in S
ente
nce
5 sh
ould
be
a p
lura
l nou
n?
ASo
met
imes
Bp
lay
Chi
de-a
nd-s
eek
Dtr
ee
6.
Whi
ch is
the
sin
gula
r fo
rm o
f the
plu
ral n
oun
activ
ities
in S
ente
nce
6?
Aac
tiviti
Bac
tiviti
e
Cac
tivity
Dac
tivite
y
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:36
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24 Student Edition pp. 42–43
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arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e Si
ng
ula
r an
dPl
ura
l No
un
s
Less
on
12
L
ast
wee
k, I
to
ure
d t
he (
4) fa
rm o
uts
ide
of
tow
n. A
t th
e fi
rst
farm
, I s
aw
(5) p
ig, (6
) ho
rse,
an
d (7
) co
w. S
om
e o
f th
e co
ws
had
rec
entl
y h
ad (8
) bab
y. Y
ou
ng
cow
s ar
e ca
lled
(9) c
alf.
Th
e (10
) ow
ner
of
the
farm
to
ld m
e m
any
inte
rest
ing
(11) s
tory
ab
ou
t li
fe o
n a
far
m. Th
ey
als
o t
old
me
abo
ut
som
e o
f th
e (12
) job
th
ey
do.
On
e jo
b is
to
fee
d t
he
(13) a
nim
al. A
no
ther
job
is t
o s
hea
r th
e (14
) sh
eep
an
d
the
(15) la
mb.
I e
njo
yed
my
visi
t ve
ry m
uch
.
Rew
rite
eac
h s
ente
nce
. Co
mp
lete
it w
ith
th
e p
lura
l fo
rm
of
the
wo
rd in
par
enth
eses
( )
.
1.
Did
you
see
the
wild
o
n th
e is
land
? (p
ony)
2.
We
saw
blu
eber
ry
on
that
hill
. (bu
sh)
3.
The
ran
thr
ough
the
fore
st. (
fox)
Rew
rite
th
e p
arag
rap
h. C
han
ge
the
und
erlin
ed s
ing
ular
no
uns
to p
lura
l no
uns.
Did
you
see
the
wild
pon
ies
on th
e is
land
?
We
saw
blu
eber
ry b
ushe
s on
that
hill
.
The
foxe
s ra
n th
roug
h th
e fo
rest
.
Last
wee
k, I
tour
ed th
e (4
) far
ms
outs
ide
of to
wn.
At t
he
first
farm
, I s
aw (5
) pig
s, (6
) hor
ses,
and
(7) c
ows.
Som
e
of th
e co
ws
had
rece
ntly
had
(8) b
abie
s. Y
oung
cow
s ar
e
calle
d (9
) cal
ves.
The
(10)
ow
ners
of t
he fa
rm to
ld m
e m
any
inte
rest
ing
(11)
sto
ries
abou
t life
on
a fa
rm. T
hey
also
told
me
abou
t som
e of
the
(12)
jobs
they
do.
One
job
is to
feed
the
(13)
ani
mal
s. A
noth
er jo
b is
to s
hear
the
(14)
she
ep a
nd th
e
(15)
lam
bs. I
enj
oyed
my
visi
t ver
y m
uch.
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arco
urt
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4
Nam
ePo
sses
sive
No
un
s
Less
on
13
Rew
rite
eac
h p
hra
se, u
sin
g a
po
sses
sive
no
un.
1.
the
pad
dle
of t
he b
oy
2.
the
wat
er o
f the
cam
per
s
3.
the
cano
e be
long
ing
to m
y au
nt
4.
the
leav
es o
f the
tre
es
5.
the
nest
of t
he b
irds
6.
the
cabi
n be
long
ing
to m
y gr
andf
athe
r
7.
the
back
pac
k of
my
sist
er
8.
the
dog
of t
he g
irls
9.
the
hose
of t
he fi
refig
hter
Rew
rite
eac
h s
ente
nce
, usi
ng
th
e p
oss
essi
ve f
orm
of
the
no
un in
par
enth
eses
( )
.
10.
My
ten
t is
red
and
blu
e. (
uncl
e)
11.
The
cam
pin
g tr
ip is
a g
reat
suc
cess
. (fa
mily
)
12.
The
boy
hear
d th
e b
arks
. (do
gs)
13.
Aun
t M
eg t
akes
the
b
oots
to
the
shed
. (bo
ys)
14.
The
cam
p is
dow
n th
e hi
ll. (
wom
en)
15.
The
c
once
rn is
that
the
brid
ge is
not
saf
e. (p
ark
rang
ers)
the
boy’
s pa
ddle
the
cam
pers
’ wat
erm
y au
nt’s
can
oe
the
trees
’ lea
ves
the
bird
s’ n
est m
y gr
andf
athe
r’s c
abin
my
sist
er’s
bac
kpac
k
the
girls
’ dog
the
firef
ight
er’s
hos
e
My
uncl
e’s
tent
is re
d an
d bl
ue.
The
fam
ily’s
cam
ping
trip
is a
gre
at s
ucce
ss.
The
boy
hear
d th
e do
gs’ b
arks
.
Aunt
Meg
take
s th
e bo
ys’ b
oots
to th
e sh
ed.
The
wom
en’s
cam
p is
dow
n th
e hi
ll.
The
park
rang
ers’
con
cern
is th
at th
e br
idge
is n
ot s
afe.
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
ePo
sses
sive
No
un
s
Less
on
13
Iden
tify
eac
h u
nd
erlin
ed n
oun
as
plur
al,s
ingu
lar
poss
essi
ve, o
r pl
ural
poss
essi
ve.
1.
At
the
par
k’s
entr
ance
, the
re is
an
info
rmat
ion
boot
h.
2.
The
boot
h’s
sign
ask
s vi
sito
rs t
o be
car
eful
.
3.
It is
vis
itors
’ res
pon
sibi
lity
to p
reve
nt fo
rest
fire
s.
4.
Mat
ches
are
use
d to
ligh
t a
cam
pfir
e.
5.
Som
etim
es fi
res’
flam
es d
o no
t go
out
imm
edia
tely
.
6.
Whe
n th
e fir
e is
out
, pou
r w
ater
ove
r th
e as
hes.
7.
Dry
gra
sses
cat
ch fi
re q
uick
ly.
8.
A t
ree’
s le
aves
can
bur
n, t
oo.
9.
Fire
fight
ers
wat
ch t
he fo
rest
from
tal
l loo
kout
tow
ers.
10.
A fi
refig
hter
’s t
ools
for
fight
ing
fires
incl
ude
hose
s.
Wri
te t
he
plu
ral,
sin
gul
ar p
oss
essi
ve, a
nd
plu
ral p
oss
essi
ve f
orm
of
each
no
un.
11.
moo
se
12.
calf
13.
goos
e
14.
wol
f
15.
knife
16.
com
mun
ity
17.
dish
18.
song
19.
glov
e
20.
tabl
e
plur
alsing
ular
pos
sess
ive
sing
ular
pos
sess
ive plur
al
com
mun
ities
, com
mun
ity’s
, com
mun
ities
’
moo
se, m
oose
’s, m
oose
’s
calv
es, c
alf’s
, cal
ves’
dish
es, d
ish’
s, d
ishe
s’so
ngs,
son
g’s,
son
gs’
gees
e, g
oose
’s, g
eese
’s
glov
es, g
love
’s, g
love
s’
wol
ves,
wol
f’s, w
olve
s’kn
ives
, kni
fe’s
, kni
ves’
tabl
es, t
able
’s, t
able
s’
sing
ular
pos
sess
ive
plur
al p
osse
ssiv
e
plur
alpl
ural
sing
ular
pos
sess
ive
plur
al p
osse
ssiv
e
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arco
urt
• G
rade
4
Nam
e
Less
on
13
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
Rea
d t
his
par
t o
f a
stu
den
t’s
roug
h d
raft
. Th
en a
nsw
er
the
que
stio
ns
that
fo
llow
.
(1) L
ast
sum
mer
, my
frie
nd
’s a
nd
I w
ent
to a
n o
rch
ard
to
pic
k a
pp
les.
(2) Th
e
orc
har
d’s
ow
ner
s ga
ve u
s b
ask
ets
and
sh
ow
ed u
s th
e ro
ws
of
app
le
tree
s. (3
) Th
e ap
ple
s’ sc
ent
was
sw
eet.
(4) O
n e
ach
tre
e’s
tru
nk
th
ere
was
a
lad
der
. (5) M
y fr
ien
ds
and
I c
lim
bed
up
th
e la
dd
ers’
run
gs u
nti
l we
wer
e
hid
den
in t
he
tree
s’ le
aves
. (6) W
e p
ick
ed a
pp
les
un
til o
ur
bas
ket
s w
ere
full
.
1.
Whi
ch w
ord
in S
ente
nce
2 is
a
sing
ular
pos
sess
ive
noun
?
Aor
char
d’s
Bow
ners
Cba
sket
s
Dro
ws
2.
In
whi
ch s
ente
nce
is t
he w
ord
tree
writ
ten
as a
plu
ral p
osse
ssiv
e no
un?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 5
3.
Whi
ch fo
rm o
f the
wor
d ap
ple
is
NO
T in
the
pas
sage
?
Asi
ngul
ar
Bsi
ngul
ar p
osse
ssiv
e
Cp
lura
l
Dp
lura
l pos
sess
ive
4.
Whi
ch d
escr
ibes
the
wor
d
ladd
ers’
in S
ente
nce
5?
Asi
ngul
ar n
oun
Bsi
ngul
ar p
osse
ssiv
e no
un
Cp
lura
l nou
n
Dp
lura
l pos
sess
ive
noun
5.
Whi
ch s
ente
nce
cont
ains
a
pos
sess
ive
noun
tha
t sh
ould
be
writ
ten
as a
plu
ral n
oun?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 4
6.
Whi
ch d
escr
ibes
the
wor
d ba
sket
s in
Sent
ence
6?
Asi
ngul
ar n
oun
Bsi
ngul
ar p
osse
ssiv
e no
un
Cp
lura
l nou
n
Dp
lura
l pos
sess
ive
noun
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:09
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26 Student Edition pp. 46–47
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e Po
sses
sive
No
un
s
Less
on
13
Iden
tify
eac
h u
nd
erlin
ed n
oun
as
plur
al, s
ingu
lar
poss
essi
ve, o
r pl
ural
pos
sess
ive.
1.
The
boys
’ trip
dow
n th
e riv
er w
as e
xciti
ng.
2.
I put
the
chi
ldre
n’s
nam
es o
n th
eir
back
pac
ks.
3.
The
kaya
k’s
pad
dle
was
mis
sing
.
4.
Ther
e w
ere
two
seat
s in
the
larg
e ka
yak.
5.
The
inst
ruct
or t
old
them
to
grab
the
pad
dle’
s ha
ndle
.
6.
The
rush
ing
soun
ds o
f run
ning
wat
er g
ot lo
uder
.
7.
They
fast
ened
the
ir lif
ejac
kets
’ str
aps
tight
ly.
Rew
rite
eac
h s
ente
nce
, usi
ng
th
e p
osse
ssiv
e fo
rm o
f th
e n
oun
in p
aren
thes
es (
).
8.
The
favo
rite
aciti
vity
is t
o hi
ke t
he t
rails
nea
r th
e sc
hool
.
(stu
dent
s)
9.
Adi
na k
now
s w
hich
of t
he
sig
ns t
o fo
llow
. (tr
ail)
10.
Her
w
ish
is t
o be
com
e a
par
k ra
nger
. (lif
e)
11.
Usi
ng t
he m
ap, w
e ca
n fin
d th
e lo
catio
n. (
cam
psi
te)
12.
I hol
d on
to t
he
han
drai
l as
I cro
ss t
he r
iver
. (br
idge
)
sing
ular
pos
sess
ive
plur
alplur
al p
osse
ssiv
e
plur
al p
osse
ssiv
e
plur
al p
osse
ssiv
e
The
stud
ents
’ fav
orite
aci
tivity
is to
hik
e th
e tra
ils n
ear t
he s
choo
l.
Adin
a kn
ows
whi
ch o
f the
tra
il’s
sign
s to
follo
w.
Her l
ife’s
wis
h is
to b
ecom
e a
park
rang
er.
Usin
g th
e m
ap, w
e ca
n fin
d th
e ca
mps
ite’s
loca
tion.
I hol
d on
to th
e br
idge
’s h
andr
ail a
s I c
ross
the
river
.
sing
ular
pos
sess
ive
plur
al
48G
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arco
urt
• G
rade
4
Nam
ePr
on
ou
ns
and
An
tece
den
ts
Less
on
14
Un
der
line
the
pro
no
uns.
Cir
cle
each
pro
no
un’s
ante
ced
ent.
1.
The
farm
er w
as h
app
y w
hen
she
got
hom
e.
2.
Beth
led
the
cow
into
her
sta
ll.
3.
The
man
kne
w h
e ha
d to
buy
mor
e se
eds.
4.
Whe
n th
e tr
ees
grew
tal
l, th
ey s
hade
d th
e ho
use.
5.
The
hors
es s
aw t
he h
ay a
nd b
egan
eat
ing
it.
6.
Mr.
Smith
pic
ked
up t
he t
ools
and
put
the
m in
the
she
d.
7.
Ms.
Dan
iels
has
boo
ts, b
ut t
hey
are
too
smal
l.
Rew
rite
eac
h s
ente
nce
. Rep
lace
th
e un
der
lined
wo
rd o
r w
ord
s w
ith
pro
no
uns.
8.
The
cat
pic
ked
up t
he k
itten
s an
d ca
rrie
d th
e ki
tten
s.
9.
The
jar
of p
each
es fe
ll, b
ut t
he ja
r of
pea
ches
did
not
bre
ak.
10.
Will
iam
ask
ed Ja
nine
if Ja
nine
wou
ld r
ake
the
law
n.
11.
The
vet
aske
d th
e ow
ners
if t
he o
wne
rs h
ad a
ny q
uest
ions
.
12.
Whe
n th
e bo
y sa
w t
he h
orse
, the
boy
was
hap
py.
Wri
te t
wo
sent
ence
s us
ing
pron
ouns
. Tra
de s
ente
nces
wit
h a
frie
nd, a
nd r
ewri
te h
is o
r he
r
sent
ence
s, r
epla
cing
the
pro
noun
s w
ith
noun
s.
The
cat p
icke
d up
the
kitte
ns a
nd c
arrie
d th
em.
The
jar o
f pea
ches
fell,
but
it d
id n
ot b
reak
.
Will
iam
ask
ed J
anin
e if
she
wou
ld ra
ke th
e la
wn.
The
vet a
sked
the
owne
rs if
they
had
any
que
stio
ns.
Whe
n th
e bo
y sa
w th
e ho
rse,
he
was
hap
py.
Acce
pt re
ason
able
resp
onse
s.
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
ePr
on
ou
ns
and
An
tece
den
ts
Less
on
14
Cir
cle
the
corr
ect
pro
no
un in
par
enth
eses
( )
.
1.
The
farm
ers
pla
nted
see
ds. T
hen
the
bird
s at
e (it
, the
m).
2.
Sudd
enly
the
rai
n be
gan.
Peo
ple
sai
d th
at (
it, h
e) w
ould
rui
n th
e cr
ops.
3.
Nan
cy a
nd P
ablo
hug
ged
the
dog.
(W
e, T
hey)
tol
d th
e do
g to
be
good
.
4.
Plea
se p
ut t
he w
heat
in t
he b
arn.
(It
, He)
will
get
wet
.
5.
Tom
and
Gw
en w
ere
hap
py.
(Sh
e, T
hey)
had
gro
wn
a p
rize
pum
pki
n.
6.
Dan
iel w
as t
ired.
(H
e, T
hey)
dec
ided
not
to
do h
is c
hore
s.
7.
A c
alf w
as b
orn
last
wee
k. (
They
, It)
wei
ghed
abo
ut 5
0 p
ound
s.
Rew
rite
th
e fo
llow
ing
par
agra
ph
, rep
laci
ng
th
e un
der
lined
wo
rd o
r w
ord
s
wit
h a
pro
no
un.
Jaso
n, I
wan
t to
tel
l (8) J
aso
n a
bo
ut
my
trip
to
th
e m
ou
nta
ins.
(9) Th
e
trip
was
fan
tast
ic! I
wen
t w
ith
my
sist
er, D
ion
ne,
an
d (1
0) D
ion
ne
had
a g
oo
d t
ime,
to
o.
(11) D
ion
ne
and
I w
ent
to t
he
Ro
cky
Mo
un
tain
s. (1
2) Th
e
Ro
cky
Mo
un
tain
s
wer
e so
bea
uti
ful!
Alt
ho
ugh
th
e te
mp
erat
ure
was
war
m, t
her
e w
as s
no
w o
n
(13) t
he
Ro
cky
Mo
un
tain
s. I
mad
e sn
ow
bal
ls a
nd
th
rew
(14)
the
sno
wb
alls
at
Dio
nn
e. (1
5) D
ion
ne
lau
ghed
, an
d (1
6) D
ion
ne
star
ted
th
row
ing
sno
wb
alls
, to
o.
Can
(17)
Jaso
n b
elie
ve t
hat
(18)
Dio
nn
e an
d I
had
a s
no
wb
all fi
gh
t in
Ju
ne?
Jaso
n, I
wan
t to
tell
(8) y
ou a
bout
my
trip
to th
e m
ount
ains
.
(9) I
t was
fant
astic
! I w
ent w
ith m
y si
ster
, Dio
nne,
and
(10)
she
had
a go
od ti
me,
too.
(11)
We
wen
t to
the
Rock
y M
ount
ains
.
(12)
The
y w
ere
so b
eaut
iful!
Alth
ough
the
tem
pera
ture
was
war
m, t
here
was
sno
w o
n (1
3) th
em. I
mad
e sn
owba
lls a
nd
thre
w (1
4) th
em a
t Dio
nne.
(15)
She
laug
hed,
and
(16)
she
star
ted
thro
win
g sn
owba
lls, t
oo. C
an (1
7) y
ou b
elie
ve th
at
(18)
we
had
a sn
owba
ll fig
ht in
Jun
e?
50G
ram
mar
Pra
ctic
e B
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_050
.indd
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:51
PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
14
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) L
ast
spri
ng,
I m
et m
y fr
ien
ds
Lyd
ia a
nd
Gen
e. (2
) Th
ey m
ove
d
her
e fr
om
Tex
as. (3
) Lyd
ia, G
ene,
an
d I
met
at
the
cree
k b
y th
e
sch
oo
l. (4
) I li
ked
to
go
th
ere
to li
sten
to
th
e w
ater
as
it r
an o
ver
the
rock
s. (5
) Lyd
ia a
nd
Gen
e li
ked
to
hea
r th
em, t
oo.
(6) S
oo
n w
e w
ere
pla
yin
g to
geth
er e
very
day
!
1.
Whi
ch w
ord
in S
ente
nce
1 is
a
pro
noun
?
ALa
st
BI
Cfr
iend
s
DG
ene
2.
Whi
ch is
the
ant
eced
ent
for
the
pro
noun
they
in S
ente
nce
2?
Asp
ring
BI
CLy
dia
and
Gen
e
DTe
xas
3.
Whi
ch p
rono
un is
use
d in
corr
ectly
in
the
pas
sage
?
ATh
ey
BI
Cit
Dth
em
4.
Whi
ch p
rono
un c
ould
rep
lace
the
unde
rline
d w
ords
in S
ente
nce
3?
ATh
ey
BSh
e
CW
e
DU
s
5.
Whi
ch w
ord
is t
he a
ntec
eden
t fo
r
the
pro
noun
it in
Sen
tenc
e 4?
AI
Bth
ere
Cw
ater
Dro
cks
6.
Whi
ch p
rono
un c
ould
rep
lace
the
unde
rline
d w
ords
in S
ente
nce
5?
ATh
ey
BW
e
CYo
u
DTh
em
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mar
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:17
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28 Student Edition pp. 50–51
RXENL08ATE41_GPB.indd 28RXENL08ATE41_GPB.indd 28 10/4/06 9:48:17 PM10/4/06 9:48:17 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e Pr
on
ou
ns
and
An
tece
den
ts
Less
on
14
Un
der
line
each
no
un. R
ewri
te e
ach
sen
ten
ce, r
epla
cin
gea
ch n
oun
wit
h a
pro
no
un.
1.
Tina
bru
shed
the
hor
se.
2.
Did
Car
ter
see
Hel
en?
3.
Mr.
Finn
foun
d th
e ra
ke.
4.
The
dog
shoo
k th
e bo
ne.
5.
Aun
t M
ary
wen
t w
ith t
he g
irls.
6.
The
brot
hers
wav
ed t
o M
r. Le
wis
.
Wri
te e
ach
pro
no
un a
nd
its
ante
ced
ent.
7.
Dan
a an
d G
iles
told
Lisa
that
she
had
miss
ed ri
ding
pra
ctic
e. T
hey
wal
ked
her h
ome.
8.
Aft
er P
hylli
s sa
w t
he h
orse
com
pet
ition
, she
cou
ldn’
t st
op t
alki
ng a
bout
it. S
he
said
it w
as v
ery
exci
ting!
9.
Blak
e le
t Ja
smin
bor
row
the
cam
era
for
the
Stat
e Fa
ir. S
he a
ccid
enta
lly b
roke
it.
He
was
not
ang
ry, b
ecau
se it
was
old
.
10.
Jen
told
Gra
ndm
a an
d G
rand
pa
that
the
y m
ake
the
best
ap
ple
pie
s. T
hey
said
the
pie
s ta
ste
good
to
them
, too
.
She
brus
hed
it.
Did
he s
ee h
er?
He fo
und
it.
It sh
ook
it.
She
wen
t with
them
.
They
wav
ed to
him
.
she,
Lis
a; T
hey,
Dan
a an
d Gi
les;
her
, Lis
a
she,
Phy
llis;
it, c
ompe
titio
n; s
he, P
hylli
s; it
, com
petit
ion
she,
Jas
min
; it,
cam
era;
he,
Bla
ke; i
t, ca
mer
a
they
, Gra
ndm
a an
d Gr
andp
a; T
hey,
Gra
ndm
a an
d Gr
andp
a;
them
, Gra
ndm
a an
d Gr
andp
a
52G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_052
.indd
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9/5/
06
6:11
:38
PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
15
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
(1) M
istr
ess
Her
nan
dez
, th
e ca
mp
sw
imm
ing
In
stru
cto
r, a
nn
ou
nce
d s
om
e
spec
ial e
ven
ts f
or
chil
d t
his
Fo
urt
h o
f Ju
ly. (2
) Th
ere
wil
l be
div
ing
co
mp
etit
ion
s,
swim
min
g r
aces
, an
d b
oat
rac
es in
do
gw
oo
d la
ke.
(3) Th
er
e w
ill b
e p
rize
s fo
r al
l
the
win
ner
s o
f th
e ev
ents
. (4) I
n t
he
even
ing,
a b
and
wil
l per
form
.
1.
Whi
ch w
ord
in S
ente
nce
1 sh
ould
NO
T be
cap
italiz
ed?
A
Mis
tres
s
B
Inst
ruct
or
C
Four
th
D
July
2.
How
sho
uld
the
unde
rline
d no
un in
Sent
ence
1 b
e w
ritte
n?
A
child
s
B
child
ies
C
child
es
D
child
ren
3.
Whi
ch o
f the
se is
the
cor
rect
abbr
evia
ton
for
the
unde
rline
d w
ord
in S
ente
nce
1?
A
Mr.
B
Ms.
C
Mrs
.
D
Mis
s
4.
Whi
ch w
ords
in S
ente
nce
2 sh
ould
be c
apita
lized
?
A
divi
ng c
omp
etiti
ons
B
swim
min
g ra
ces
C
boat
rac
es
D
dogw
ood
lake
5.
How
man
y p
lura
l nou
ns a
re in
Sent
ence
3?
A
two
B
thre
e
C
four
D
none
6.
Whi
ch s
ente
nce
has
no
plu
ral n
ouns
?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
3
D
Sent
ence
4
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mar
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ctic
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06
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:43
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e G
ram
mar
–Wri
tin
gC
on
nec
tio
n
Less
on
15
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) M
y co
usi
ns’
, Jen
an
d A
nge
l, c
om
pet
ed in
a s
wim
mee
t la
st w
eek
.
(2) M
y b
roth
er P
ablo
an
d I
lik
e to
wat
ch t
hem
sw
im, s
o w
e w
ent
to t
he
mee
t,
too.
(3) W
hen
Pab
lo a
nd
I a
rriv
ed, J
en a
nd
An
gel t
old
us
that
th
ey h
ave
luck
y
swim
suit
s. (4
) My
cou
sin
s m
ust
be
rig
ht
bec
ause
th
ey e
ach
wo
n a
n e
ven
t!
(5) I
go
t to
ho
ld m
y co
usi
ns’
tro
ph
ies
and
cel
ebra
te w
ith
th
em.
1.
Whi
ch is
the
ant
eced
ent
for
the
pro
noun
the
y in
Sen
tenc
e 3?
A
Jen
and
Ang
el
B
Pabl
o an
d I
C
brot
her
Pabl
o
D
cous
ins
2.
Whi
ch is
the
ant
eced
ent
for
the
pro
noun
we
in S
ente
nce
2?
A
Jen
and
Ang
el
B
brot
her
Pabl
o
C
Pabl
o an
d I
D
them
3.
Whi
ch d
escr
ibes
the
wor
d
cous
ins’
in S
ente
nce
5?
A
sing
ular
nou
n
B
sing
ular
pos
sess
ive
noun
C
plu
ral n
oun
D
plu
ral p
osse
ssiv
e no
un
4.
Whi
ch s
ente
nce
has
a p
lura
l
pos
sess
ive
noun
tha
t sh
ould
be a
plu
ral n
oun?
A
Sent
ence
1
B
Sent
ence
3
C
Sent
ence
4
D
Sent
ence
5
5.
Whi
ch d
escr
ibes
the
wor
d tr
ophi
es in
Sent
ence
5?
A
sing
ular
nou
n
B
sing
ular
pos
sess
ive
noun
C
plu
ral n
oun
D
plu
ral p
osse
ssiv
e no
un
6.
How
man
y p
rono
uns
are
in
Sent
ence
3?
A
one
B
two
C
thre
e
D
four
54G
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mar
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ctic
e B
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06
6:13
:25
PM
© H
arco
urt
• G
rade
4
Nam
eSu
bje
ct a
nd
Ob
ject
Pro
no
un
s
Less
on
16
Wri
te S
Pfo
r su
bjec
t pr
onou
n or
OP
for
obje
ct p
rono
unto
iden
tify
eac
h u
nd
erlin
ed w
ord
.
1.
Rebe
cca
gave
him
a b
ook
abou
t in
vent
ors.
2.
Kyle
ask
ed u
s to
hel
p d
esig
n a
raci
ng s
led.
3.
We
wer
e ex
cite
d ab
out
help
ing
inve
nt a
new
toy
!
4.
They
tes
ted
the
raci
ng s
led
on t
he h
ill.
5.
It w
orke
d re
ally
wel
l!
6.
Kyle
was
pro
ud o
f it.
7.
They
look
ed c
old
and
tired
.
8.
Rebe
cca
invi
ted
them
insi
de fo
r m
ilk a
nd c
ooki
es.
9.
She
said
tha
t ch
ocol
ate
chip
coo
kies
wer
e he
r fa
vorit
e sn
ack.
Rew
rite
eac
h s
ente
nce
. Rep
lace
th
e un
der
lined
wo
rd o
r w
ord
s w
ith
a p
ron
oun
.
10.
The
fire
esca
pe
was
inve
nted
by
Ann
a C
onne
lly.
11.
Dra
ke a
nd C
laud
e de
velo
ped
a n
ew t
ype
of b
ackp
ack.
12.
Mar
ia B
easl
ey d
esig
ned
the
first
life
raf
t.
13.
Eli W
hitn
ey c
reat
ed m
any
usef
ul t
hing
s.
14.
Wou
ld t
hese
inve
ntio
ns w
in p
rizes
?
15.
The
deci
sion
was
not
up
to
you
and
me.
OP
The
fire
esca
pe w
as in
vent
ed b
y he
r.
They
dev
elop
ed a
new
type
of b
ackp
ack.
Mar
ia B
easl
ey d
esig
ned
it.
He c
reat
ed m
any
usef
ul th
ings
.
Wou
ld th
ey w
in p
rizes
?
The
deci
sion
was
not
up
to u
s.
OPSP
SPSP OP
SPOP
SP
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mar
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ctic
e B
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0AM
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eSu
bje
ct a
nd
Ob
ject
Pro
no
un
s
Less
on
16
Rew
rite
eac
h s
ente
nce
. Ch
oo
se t
he
corr
ect
wo
rds
in
par
enth
eses
( )
.
1.
(Tim
, Lis
a, a
nd I/
I, Ti
m, a
nd L
isa)
are
mak
ing
a p
rese
ntat
ion.
2.
Our
tea
cher
ask
ed (
Tim
and
me/
me
and
Tim
) to
do
som
e re
sear
ch.
3.
Then
(I a
nd L
isa/
Lisa
and
I) w
orke
d on
the
nex
t p
art.
4.
(I a
nd s
he/S
he a
nd I)
dre
w p
ictu
res
of fa
mou
s in
vent
ions
.
5.
Tim
rea
d hi
s in
trod
uctio
n to
(m
e an
d Li
sa/L
isa
and
me)
.
6.
Our
tea
cher
con
grat
ulat
ed (
Tim
, Lis
a, a
nd m
e/m
e, T
im, a
nd L
isa)
.
If t
he
ord
er o
f p
ron
oun
s in
th
e se
nte
nce
is c
orr
ect,
wri
te c
orre
ct. I
f th
e o
rder
is
inco
rrec
t, r
ewri
te t
he
sen
ten
ce c
orr
ectl
y.
7.
I and
Lan
a re
ad a
boo
k ab
out
Sara
h G
oode
.
8.
She
and
I stu
died
wom
en in
vent
ors.
9.
I and
you
mus
t de
cide
whi
ch b
ook
to r
ead
next
.
10.
Hea
ther
invi
ted
Dom
inic
and
me
to s
tudy
with
her
.
Tim
, Lis
a, a
nd I
are
mak
ing
a pr
esen
tatio
n.
Our t
each
er a
sked
Tim
and
me
to d
o so
me
rese
arch
.
Then
Lis
a an
d I w
orke
d on
the
next
par
t.
She
and
I dre
w p
ictu
res
of fa
mou
s in
vent
ions
.
Tim
read
his
intro
duct
ion
to L
isa
and
me.
Our t
each
er c
ongr
atul
ated
Tim
, Lis
a, a
nd m
e.
Lana
and
I re
ad a
boo
k ab
out S
arah
Goo
de.
corr
ect
You
and
I mus
t dec
ide
whi
ch b
ook
to re
ad n
ext.
corr
ect
56G
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mar
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9PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
16
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
(1) T
od
ay m
e an
d E
lla
lear
ned
ab
ou
t an
inve
nto
r n
amed
Sar
ah
Go
od
e. (2
) Hav
e yo
u h
eard
of
Sar
ah G
oo
de?
(3) I
n t
he
18
80
s, s
he
saw
th
at
fam
ilie
s li
vin
g in
cit
ies
had
ver
y sm
all a
par
tmen
ts, a
nd
fam
ilie
s n
eed
ed t
o
save
sp
ace.
(4) H
er d
esig
ned
a n
ew k
ind
of
bed
. (5)
fo
lded
into
a ca
bin
et a
nd
bec
ame
a d
esk
. (6) I
th
ink
th
at in
ven
tio
n is
cle
ver!
1.
Whi
ch w
ords
sho
uld
rep
lace
the
wor
dsm
e an
d El
la t
o co
rrec
t
Sent
ence
1?
AEl
la a
nd m
e
BEl
la a
nd I
CI a
nd E
lla
Dhe
and
Ella
2.
Whi
ch p
rono
un w
ould
bes
t
com
ple
te S
ente
nce
5?
ASh
e
BTh
ey
CIt
DTh
em
3.
Whi
ch p
rono
un c
ould
rep
lace
the
wor
dsSa
rah
Goo
de in
Sen
tenc
e 2?
Ahe
r
Bsh
e
Cit
Dth
em
4.
Whi
ch o
f the
follo
win
g se
nten
ces
has
an in
corr
ect
pro
noun
?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
5.
Whi
ch p
rono
un c
ould
rep
lace
the
seco
ndfa
mili
es in
Sen
tenc
e 3?
Aw
e
Bth
em
Cth
ey
Dhe
6.
Whi
ch p
rono
un c
ould
rep
lace
the
wor
dsth
at in
vent
ion
in S
ente
nce
6?
Ahe
r
Bit
Cth
ey
Dus
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31 Student Edition pp. 56–57
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arco
urt
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rade
4
© H
arco
urt
• G
rade
4
Nam
e Su
bje
ct a
nd
Ob
ject
Pro
no
un
s
Less
on
16
Fill
in e
ach
bla
nk
wit
h a
pro
no
un f
rom
th
e b
ox.
No
t al
l o
f th
e p
ron
oun
s w
ill b
e us
ed.
1.
Jam
es t
hink
s w
ould
like
to
desi
gn v
ideo
gam
es.
2.
Dio
n sh
owed
a
mod
el o
f the
toy
he
mad
e.
3.
My
frie
nd N
oelle
inve
nted
a g
ame,
and
we
pla
yed
.
4.
tol
d Ra
fiq t
hat
his
idea
wou
ld s
ave
peo
ple
tim
e.
5.
Pia
and
ent
ered
the
com
pet
ition
tog
ethe
r.
6.
Dam
ien
is n
ervo
us, b
ut h
is fr
iend
s w
ill b
e th
ere
with
.
7.
Rave
n as
ked
Ron
and
to
help
.
Rew
rite
eac
h s
ente
nce
. Rep
lace
th
e un
der
lined
wo
rd o
r w
ord
s w
ith
a p
ron
oun
.
Wri
te s
ubje
ct o
r ob
ject
to
iden
tify
eac
h k
ind
of
pro
no
un.
8.
Fred
gav
e a
rep
ort
on T
abith
a Ba
bbitt
.
9.
Tabi
tha
Babb
itt in
vent
ed t
he c
ircul
ar s
aw.
10.
Trey
and
Mar
ie t
old
Fred
the
rep
ort
was
ter
rific
.
me
her
ith
imI
she
he
they
we
us
them
Poss
ible
resp
onse
s ar
e sh
own.
he us
it
They
I
him
me
He g
ave
a re
port
on h
er. H
e, s
ubje
ct; h
er, o
bjec
t
She
inve
nted
it. S
he, s
ubje
ct; i
t, ob
ject
They
told
him
the
repo
rt w
as te
rrifi
c. T
hey,
sub
ject
;
him
, obj
ect
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arco
urt
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4
Nam
ePo
sses
sive
and
Refl
exi
vePr
on
ou
ns
Less
on
17
Wri
te t
he
po
sses
sive
pro
no
un t
hat
co
uld
rep
lace
eac
hg
roup
of
wo
rds.
B
efo
re a
No
un
Stan
d A
lon
e
1.
belo
ngin
g to
us
2.
belo
ngin
g to
the
m
3.
owne
d by
the
boy
4.
belo
ngin
g to
me
5.
belo
ngin
g to
you
6.
the
girl‘
s
Rew
rite
eac
h s
ente
nce
, rep
laci
ng
th
e un
der
lined
wo
rd o
r w
ord
s w
ith
a
po
sses
sive
pro
no
un.
7.
This
is D
anita
’s p
aint
ing.
8.
The
pap
er o
n th
e ea
sel i
s Pa
tric
k’s.
9.
“I t
hink
Dan
ita’s
pai
ntin
g is
the
bes
t,”
says
Dan
ita.
10.
Sim
on a
nd D
onna
ann
ounc
e th
at t
he d
raw
ing
is S
imon
’s a
nd D
onna
’s.
If y
ou
wer
e to
dra
w a
pic
ture
of
you
rsel
f, w
hat
wo
uld
it lo
ok
like?
Use
po
sses
sive
pro
no
un
s to
wri
te t
hre
e se
nte
nce
s d
escr
ibin
g t
he
pic
ture
. In
clu
de
po
sses
sive
pro
no
un
s th
at a
re u
sed
bef
ore
no
un
s an
d p
oss
essi
ve p
ron
ou
ns
that
sta
nd
alo
ne.
our
thei
rhi
sm
yyo
urhe
r
ours
thei
rshi
sm
ine
your
she
rs
Acce
pt re
ason
able
resp
onse
s.
This
is h
er p
aint
ing.
The
pape
r on
the
ease
l is
his.
“I th
ink
my
pain
ting
is th
e be
st,”
say
s Da
nita
.
Sim
on a
nd D
onna
ann
ounc
e th
at th
e dr
awin
g is
thei
rs.
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arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
ePo
sses
sive
and
Refl
exi
vePr
on
ou
ns
Less
on
17
Ch
oo
se t
he
refl
exiv
e p
ron
oun
th
at c
an r
epla
ce e
ach
no
un o
r p
ron
oun
.
1.
they
2.
I
3.
the
chai
r
4.
we
5.
the
girl
6.
you
7.
the
boy
Rew
rite
th
e se
nte
nce
s. C
ho
ose
th
e co
rrec
t re
flex
ive
pro
no
un in
par
enth
eses
( )
.
8.
Jero
me
wan
ted
to p
aint
(hi
mse
lf/th
emse
lves
).
9.
We
look
ed a
t (h
erse
lf/ou
rsel
ves)
in t
he m
irror
.
10.
Wou
ld y
ou li
ke t
o dr
aw (
your
self/
itsel
f)?
11.
Did
you
thi
nk y
ou c
ould
do
it al
l by
(you
rsel
ves/
him
self)
?
12.
The
wom
an s
aid
she
wou
ld b
uy t
he p
aint
s (h
imse
lf/he
rsel
f).
itse
lfyo
urs
elf
her
self
them
selv
esh
imse
lfm
ysel
fo
urs
elve
s
them
selv
esm
ysel
fits
elf
ours
elve
she
rsel
fyo
urse
lfhi
mse
lf
Jero
me
wan
ted
to p
aint
him
self.
We
look
ed a
t our
selv
es in
the
mirr
or.
Wou
ld y
ou li
ke to
dra
w y
ours
elf?
Did
you
thin
k yo
u co
uld
do it
all
by y
ours
elve
s?
The
wom
an s
aid
she
wou
ld b
uy th
e pa
ints
her
self.
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mar
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arco
urt
• G
rade
4
Nam
e
Less
on
17
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
(1)
Ou
r te
ach
er a
nn
ou
nce
d, “
To
day
yo
u w
ill m
ake
a p
ain
tin
g o
f yo
ur
favo
rite
thin
g.”
(2) S
he
said
th
e st
ud
ents
co
uld
dec
ide
wh
at t
o p
ain
t al
l by
.
(3) A
t fi
rst,
man
y st
ud
ents
just
sta
red
at
the
stu
den
ts’ b
lan
k p
aper
s. (4
) Th
en a
bo
y n
amed
Fer
nan
do
beg
an p
ain
tin
g b
ird
s o
n F
ern
and
o’s
pap
er. (5
) Lu
cia
beg
an
pai
nti
ng
bas
ket
bal
ls o
n h
ers.
(6) S
oo
n w
e w
ere
all e
njo
yin
g o
urs
elve
s!
1.
Whi
ch is
a r
efle
xive
pro
noun
?
AO
ur (
Sent
ence
1)
Byo
ur (
Sent
ence
1)
Che
rs (
Sent
ence
5)
Dou
rsel
ves
(Sen
tenc
e 6)
2.
Whi
ch is
the
cor
rect
ref
lexi
ve
pro
noun
to
fill i
n th
e bl
ank
in
Sent
ence
2?
Ath
emse
lves
Bth
eirs
elf
Cth
emse
lf
Dth
emse
lfs
3.
Whi
ch p
rono
un c
ould
rep
lace
the
unde
rline
d w
ords
in S
ente
nce
3?
Am
y
Bth
eir
Cits
Dou
r
4.
Whi
ch s
ente
nce
has
a p
osse
ssiv
e
pro
noun
tha
t st
ands
alo
ne?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 5
5.
Whi
ch o
f the
se p
rono
uns
coul
d
rep
lace
the
und
erlin
ed w
ord
in
Sent
ence
4?
Ayo
ur
Bhe
r
Chi
s
Dits
6.
Whi
ch is
the
ant
eced
ent
for
the
pro
noun
ours
elve
s in
Sen
tenc
e 6?
Abo
y
BLu
cia
Cba
sket
balls
Dw
e
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mar
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33 Student Edition pp. 60–61
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e Po
sses
sive
and
Refl
exi
vePr
on
ou
ns
Less
on
17
Wri
te t
he
pro
no
un in
eac
h s
ente
nce
. Th
en w
rite
P if
it
is p
oss
essi
ve o
r R
if it
is r
efle
xive
.
1.
The
artis
ts w
ere
ple
ased
with
the
ir w
ork.
2.
The
wom
an a
dmire
d he
r p
aint
ings
.
3.
Juan
ita p
aint
ed a
ll of
the
por
trai
ts h
erse
lf.
4.
I gav
e m
y p
aint
ing
to a
dea
r fr
iend
.
5.
The
scul
ptu
re w
as o
urs.
6.
Did
Mar
ia p
ut a
pric
e ta
g on
you
rs?
7.
Will
iam
and
Pet
er p
ut t
he e
xhib
it to
geth
er t
hem
selv
es.
Rew
rite
eac
h s
ente
nce
. Co
rrec
t an
y er
rors
in t
he
use
of
po
sses
sive
or
refl
exiv
e p
ron
oun
s.
8.
Kyle
sai
d th
e ill
ustr
atio
n be
long
ed t
o hi
s.
9.
That
was
min
e p
ictu
re!
10.
And
rea
put
her
s ar
t su
pp
lies
in t
he c
abin
et.
11.
We
help
ed o
urse
lf to
mor
e oi
l pai
nts.
12.
Joan
ie a
nd N
iall
said
the
y co
lore
d th
e p
oste
r hi
mse
lf.
thei
r, P
her,
P
hers
elf,
R
my,
P
ours
, P
your
s, P
them
selv
es, R
Kyle
sai
d th
e ill
ustra
tion
belo
nged
to h
im.
That
was
my
pict
ure!
Andr
ea p
ut h
er a
rt su
pplie
s in
the
cabi
net.
We
help
ed o
urse
lves
to m
ore
oil p
aint
s.
Joan
ie a
nd N
iall
said
they
col
ored
the
post
er th
emse
lves
.
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mar
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arco
urt
• G
rade
4
Nam
eA
dje
ctiv
es a
nd
Art
icle
s
Less
on
18
Co
mp
lete
eac
h s
ente
nce
. Ad
d a
n a
dje
ctiv
e o
f th
e ty
pe
sho
wn
in p
aren
thes
es (
).
1.
The
art
stu
dent
s p
acke
d th
eir
sup
plie
s. (
wha
t ki
nd?)
2.
Dou
glas
col
lect
ed
pai
ntbr
ushe
s. (
how
man
y?)
3.
Sop
hie
put
t
ubes
of p
aint
in a
box
. (ho
w m
any?
)
4.
The
teac
her
led
them
to
the
gar
den.
(w
hat
kind
?)
5.
The
stud
ents
dis
cuss
ed t
he
land
scap
e. (
wha
t ki
nd?)
6.
They
ske
tche
d fo
r h
ours
. (ho
w m
any?
)
7.
but
terf
lies
I was
dra
win
g fle
w a
way
! (w
hich
one
s?)
8.
Elen
a sa
t on
the
s
tep
. (w
hich
one
?)
9.
She
had
a t
alen
t. (
wha
t ki
nd?)
10.
I tho
ught
her
pai
ntin
g w
as
! (w
hat
kind
?)
Rew
rite
eac
h s
ente
nce
. Ch
oo
se t
he
corr
ect
arti
cles
fro
m t
he
par
enth
eses
( )
.
11.
(A/T
he)
wor
kers
sat
dow
n in
(a/
the)
cha
irs.
12.
(An/
The)
gro
up w
as m
eetin
g in
(a/
an)
audi
toriu
m.
13.
Rees
e su
gges
ted
(a/a
n) id
ea fo
r (a
/an)
web
site
.
14.
(A/T
he)
boss
es a
pp
laud
ed h
er c
reat
ivity
.
15.
It w
as (
a/an
) ex
citin
g m
eetin
g!
Poss
ible
resp
onse
s ar
e sh
own.
The
wor
kers
sat
dow
n in
the
chai
rs.
The
grou
p w
as m
eetin
g in
an
audi
toriu
m.
Rees
e su
gges
ted
an id
ea fo
r a w
ebsi
te.
The
boss
es a
ppla
uded
her
cre
ativ
ity.
It w
as a
n ex
citin
g m
eetin
g!
happ
ytw
o fant
astic
five se
vera
lTh
ose
spec
ialfir
st
sunn
ybe
autif
ul
63G
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mar
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eA
dje
ctiv
es a
nd
Art
icle
s
Less
on
18
Un
der
line
the
adje
ctiv
es in
eac
h s
ente
nce
. Th
en c
ircl
e
the
no
un e
ach
ad
ject
ive
des
crib
es.
1.
The
youn
g gi
rl w
as e
xcite
d.
2.
The
tall,
thi
n p
oet
stoo
d on
the
sta
ge.
3.
The
whi
te s
pot
light
was
brig
ht.
4.
Man
y ex
cite
d p
eop
le s
at in
the
aud
ienc
e.
5.
The
man
op
ened
his
sm
all,
wor
n bo
ok.
6.
In a
war
m, d
eep
voi
ce h
e re
ad t
he p
oem
.
7.
The
elde
rly w
oman
enj
oyed
the
won
derf
ul p
erfo
rman
ce.
Co
mp
lete
eac
h s
ente
nce
usi
ng
tw
o a
dje
ctiv
es f
rom
th
e b
ox.
Use
eac
h a
dje
ctiv
e
on
ly o
nce
. Use
co
rrec
t p
unct
uati
on
.
seve
ral
bri
gh
tco
lorf
ul
pre
tty
ug
lyex
citi
ng
you
ng
man
yb
igd
irty
8.
The
lot
was
on
the
corn
er.
9.
chi
ldre
n di
scus
sed
how
to
clea
n it
up.
10.
A g
irl s
aid
they
sho
uld
pai
nt a
m
ural
.
11.
One
boy
sug
gest
ed p
lant
ing
flow
ers.
12.
The
pro
ject
was
a s
ucce
ss!
Poss
ible
resp
onse
s ar
e sh
own.
The
dirty
, ugl
y lo
t was
on
the
corn
er.
Seve
ral y
oung
chi
ldre
n di
scus
sed
how
to c
lean
it u
p.
A gi
rl sa
id th
ey s
houl
d pa
int a
brig
ht, c
olor
ful m
ural
.
One
boy
sugg
este
d pl
antin
g m
any
pret
ty fl
ower
s.
The
big,
exc
iting
pro
ject
was
a s
ucce
ss!
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arco
urt
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Nam
e
Less
on
18
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e
que
stio
ns
that
fo
llow
.
(1) F
ive
big
clo
wn
s go
t o
ut
of
the
tin
y ca
r. (2
) Th
ey r
an a
rou
nd
in t
hei
r b
ig
ora
nge
sh
oes
. (3) Th
e
fi rs
t cl
ow
n m
ade
a lo
ud
no
ise,
an
d t
wo
oth
er c
low
ns
fell
do
wn
. (4) A
sm
all c
hil
d lo
ok
ed h
app
y. (5
) Su
dd
enly
th
e cl
ow
ns
thre
w t
hei
r fu
nn
y
colo
rfu
l hat
s in
to t
he
air
and
ran
aw
ay. (6
) Th
e ci
rcu
s te
nt
bec
ame
qu
iet
agai
n.
1.
Whi
ch a
djec
tive
in S
ente
nce
3 te
lls
how
man
y?
Afi r
st
Blo
ud
Cot
her
Dtw
o
2.
How
man
y ad
ject
ives
are
in
Sent
ence
1?
Aon
e
Btw
o
Cth
ree
Dfo
ur
3.
Whi
ch o
f the
se w
ords
is N
OT
an a
djec
tive?
AFi
ve (
Sent
ence
1)
Bca
r (S
ente
nce
1)
Cha
pp
y (S
ente
nce
4)
Dfu
nny
(Sen
tenc
e 5)
4.
Whi
ch s
ente
nce
is m
issi
ng a
com
ma
betw
een
two
adje
ctiv
es?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 5
DSe
nten
ce 6
5.
Wha
t do
es t
he a
djec
tive
colo
rful
in
Sent
ence
5 t
ell t
he r
eade
r?
Aho
w m
any
Bw
hich
one
Cw
hich
way
Dw
hat
kind
6.
Whi
ch s
ente
nce
has
no a
rtic
les?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 6
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
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mar
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35 Student Edition pp. 64–65
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arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e A
dje
ctiv
es a
nd
Art
icle
s
Less
on
18
Rew
rite
th
e le
tter
. Ad
d a
n a
dje
ctiv
e o
r ad
ject
ives
to
des
crib
e ea
ch u
nd
erlin
ed n
oun
. Co
rrec
t th
e ar
ticl
es
wh
en n
eces
sary
.
Dea
r M
om a
nd D
ad,
I a
m h
avin
g a
(1)
time
at c
amp
. Aft
er (
2) d
ays,
I m
et (
3) fr
iend
s. W
e do
(4)
activ
ities
tog
ethe
r.
O
ne (
5) a
ctiv
ity is
art
s an
d cr
afts
cla
ss. I
mak
e (6
) p
ots
and
pai
nt t
hem
(7)
colo
rs. I
t ta
kes
(8)
wor
k, b
ut I
will
be
able
to
brin
g a
(9)
pot
hom
e to
you
!
I a
m h
app
y to
be
at (
16)
cam
p, a
nd I
feel
luck
y to
hav
e (1
7) p
aren
ts.
Plea
se g
ive
my
(18)
dog
a (
19)
hug
from
me.
Yo
ur (
20)
son,
Ky
le
Poss
ible
resp
onse
s ar
e sh
own.
Dear
Mom
and
Dad
,
I am
hav
ing
a gr
eat t
ime
at c
amp.
Afte
r a fe
w d
ays,
I m
et
seve
ral n
ice
frien
ds. W
e do
man
y te
rrifi
c ac
tiviti
es to
geth
er.
One
inte
rest
ing
activ
ity is
arts
and
cra
fts c
lass
. I m
ake
clay
pot
s an
d pa
int t
hem
brig
ht c
olor
s. It
take
s ha
rd w
ork,
but
I will
be
able
to b
ring
a be
autif
ul p
ot h
ome
to y
ou!
I am
hap
py to
be
at th
is w
onde
rful c
amp,
and
I fe
el lu
cky
to h
ave
carin
g pa
rent
s. P
leas
e gi
ve m
y ad
orab
le d
og a
big
hug
from
me.
Yo
ur g
rate
ful s
on,
Ky
le
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4
Nam
eC
om
par
ing
wit
h A
dje
ctiv
es
Less
on
19
Wri
te t
he
form
of
the
adje
ctiv
e us
ed t
o c
om
par
e p
eop
le,
pla
ces,
or
thin
gs.
C
omp
are
On
e w
ith
On
e C
omp
are
On
e w
ith
Mor
e th
an O
ne
1.
inte
rest
ing
2.
hap
py
3.
grea
t
4.
hung
ry
5.
amaz
ing
6.
cold
Rew
rite
eac
h s
ente
nce
. Use
th
e co
rrec
t fo
rm o
f th
e ad
ject
ive
in p
aren
thes
es.
7.
The
app
le t
ree
was
the
o
f all
the
tree
s. (
old)
8.
The
app
le is
a
frui
t th
an t
he p
ear.
(pop
ular
)
9.
Leo
said
tha
t st
raw
berr
ies
are
the
frui
t of
all.
(de
licio
us)
10.
The
pea
rs w
ere
the
pea
rs h
e ha
d ev
er e
aten
. (ju
icy)
11.
“Thi
s p
ear
is
tha
n th
at p
ear,”
sta
ted
the
girl.
(sm
all)
12.
A g
rap
efru
it is
t
han
an o
rang
e. (
larg
e)
mor
e in
tere
stin
gm
ost i
nter
estin
gha
ppie
rha
ppie
stgr
eate
rgr
eate
sthu
ngrie
rhu
ngrie
stm
ore
amaz
ing
mos
t am
azin
gco
lder
cold
est
The
appl
e tre
e w
as th
e ol
dest
of a
ll th
e tre
es.
The
appl
e is
a m
ore
popu
lar f
ruit
than
the
pear
.
Leo
said
that
stra
wbe
rrie
s ar
e th
e m
ost d
elic
ious
frui
t of a
ll.
The
pear
s w
ere
the
juic
iest
pea
rs h
e ha
d ev
er e
aten
.
“Thi
s pe
ar is
sm
alle
r tha
n th
at p
ear,”
sta
ted
the
girl.
A gr
apef
ruit
is la
rger
than
an
oran
ge.
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arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eC
om
par
ing
wit
h A
dje
ctiv
es
Less
on
19
Co
mp
lete
eac
h s
ente
nce
wit
h a
co
rrec
t fo
rm o
f go
od.
1.
Aun
t Ja
ckie
’s p
ump
kin
pie
is
tha
n th
e on
e fr
om t
he s
tore
.
2.
Add
ing
extr
a sp
ices
to
the
pie
filli
ng is
a
idea
.
3.
Rene
’s a
pp
le p
ie is
t
han
her
last
ap
ple
pie
.
4.
The
com
pet
ition
is t
o fin
d w
ho m
akes
the
p
each
pre
serv
es.
5.
To g
row
the
fl
ower
s, y
ou h
ave
to w
ork
hard
.
6.
Gra
ndp
a te
lls m
e th
at h
is g
arde
n is
t
han
his
neig
hbor
’s g
arde
n.
7.
Luis
thi
nks
this
boo
k is
.
8.
Of a
ll of
the
sto
ries
I hav
e re
ad, t
his
stor
y is
the
.
9.
Do
you
thin
k th
e en
ding
of t
he s
tory
is
?
10.
That
was
the
o
f the
thr
ee b
ooks
.
Co
mp
lete
eac
h s
ente
nce
wit
h a
co
rrec
t fo
rm o
f ba
d.
11.
That
pea
ch t
aste
d .
12.
This
yea
r’s h
arve
st w
as
tha
n la
st y
ear’s
.
13.
Aun
t Li
n sa
id t
he b
erry
cris
p w
as t
he
she
has
eve
r ta
sted
.
14.
The
old
scar
ecro
w lo
oks
.
15.
Jalin
da s
aid
this
yea
r’s le
mon
s w
ere
the
she
has
eve
r se
en.
16.
John
sai
d th
at I
was
not
a
gar
dene
r th
an h
e w
as.
17.
I did
not
enj
oy c
ooki
ng b
ecau
se I
was
the
c
hef i
n m
y fa
mily
.
18.
The
pre
serv
es w
ere
, and
I di
d no
t ea
t th
em.
19.
The
wea
ther
was
t
oday
tha
n ye
ster
day.
20.
Yest
erda
y I f
elt
bec
ause
I at
e to
o m
any
crab
app
les.
Poss
ible
resp
onse
s ar
e sh
own.
Poss
ible
resp
onse
sar
e sh
own.
bette
r
good be
stbe
st
bette
r
bette
r
best
best
good
good
bad w
orse
wor
st
bad
wor
st
wor
sew
orst
bad
wor
seba
d
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mar
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arco
urt
• G
rade
4
Nam
e
Less
on
19
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
(1) P
atty
’s P
ies
is t
he
grea
t b
aker
y. (2
) It
has
th
e m
ost
bes
t ch
erry
pie
.
(3) M
y fr
ien
d L
ee s
ays
that
its
app
le p
ie is
th
e d
elic
iou
s h
e h
as e
ver
had
.
(4) Th
e
staff
is
mo
re n
ice
than
th
e st
aff
at t
he
oth
er lo
cal b
aker
y. (5
) Yo
u m
ay
no
tice
th
at t
he
dec
ora
tio
ns
at P
atty
’s P
ies
are
th
an t
ho
se a
t th
e o
ther
bak
ery.
(6) H
ow
ever
, th
e p
ies
are
bet
ter
at P
atty
’s, a
nd
th
at is
wh
at c
ou
nts
!
1.
Whi
ch is
the
cor
rect
way
to
writ
e
grea
t w
hen
com
par
ing
thre
e or
mor
e th
ings
(Se
nten
ce 1
)?
Agr
eate
st
Bm
ore
grea
t
Cm
ost
grea
t
Dco
rrec
t as
is
2.
Whi
ch w
ord
or w
ords
sho
uld
rep
lace
the
und
erlin
ed w
ords
in S
ente
nce
2?
Am
ore
good
Bbe
st
Cm
ore
bett
er
Dco
rrec
t as
is
3.
Whi
ch w
ord
or w
ords
sho
uld
rep
lace
the
und
erlin
ed w
ord
in
Sent
ence
3?
Ade
licio
uses
t
Bm
ore
delic
ious
Cm
ost
delic
ious
Dco
rrec
t as
is
4.
Whi
ch w
ord
or w
ords
sho
uld
rep
lace
the
und
erlin
ed w
ords
in S
ente
nce
4?
Am
ore
nice
r
Bm
ost
nice
Cni
cer
Dni
cest
5.
Whi
ch a
djec
tive
shou
ld fi
ll in
the
blan
k in
Sen
tenc
e 5?
Aol
d
Bol
der
Col
dest
Dm
ore
olde
r
6.
Whi
ch s
ente
nce
uses
an
adje
ctiv
e
corr
ectly
to
com
par
e tw
o th
ings
?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 5
DSe
nten
ce 6
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arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e C
om
par
ing
wit
h A
dje
ctiv
es
Less
on
19
Wri
te t
he
corr
ect
com
par
ativ
e fo
rm o
f th
eun
der
lined
ad
ject
ive.
1.
Sean
’s b
aske
t of
ap
ple
s w
as h
eavy
tha
n O
llie’
s ba
sket
.
2.
The
tree
in t
he fr
ont
yard
was
larg
e th
an t
he t
ree
in t
he b
acky
ard.
3.
Don
sai
d it
was
the
am
azin
g tr
ee h
e ha
d ev
er s
een.
4.
The
field
trip
to
the
orch
ard
was
the
fun
I hav
e ha
d al
l wee
k.
5.
Of a
ll th
e fr
uits
, the
che
rry
is t
he g
ood
frui
t.
6.
Don
’t yo
u th
ink
that
was
the
inte
rest
ing
field
trip
of a
ll?
Rew
rite
eac
h s
ente
nce
. Co
rrec
t th
e er
rors
in t
he
use
of
adje
ctiv
es.
7.
Fran
cho
se t
he c
olor
ful o
f the
thr
ee c
akes
.
8.
Was
tha
t m
enu
mos
t re
cent
tha
n th
e on
e w
e ha
ve a
t ho
me?
9.
Ana
ate
din
ner
mor
e la
ter
than
Tyr
one.
10.
That
mea
l was
the
mos
t be
tter
mea
l tha
t Ka
te h
ad e
ver
eate
n.
11.
The
pie
tas
ted
mor
e ba
d th
an t
he c
hees
ecak
e.
12.
Mr.
Youn
g sa
ys t
he p
astr
ies
are
tast
iest
tha
n th
e on
es h
e m
ade.
Fran
cho
se th
e m
ost c
olor
ful o
f the
thre
e ca
kes.he
avie
r
larg
er
mos
t am
azin
gm
ost f
un
best mos
t int
eres
ting
Was
that
men
u m
ore
rece
nt th
an th
e on
e w
e ha
ve a
t hom
e?
Ana
ate
dinn
er la
ter t
han
Tyro
ne.
That
mea
l was
the
best
mea
l tha
t Kat
e ha
d ev
er e
aten
.
The
pie
tast
ed w
orse
than
the
chee
seca
ke.
Mr.
Youn
g sa
ys th
e pa
strie
s ar
e ta
stie
r tha
n th
e on
es h
e m
ade.
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mar
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© H
arco
urt
• G
rade
4
Nam
e
Less
on
20
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
(1)
Th
is m
on
th o
ur
read
ing
clu
b h
ad it
s an
niv
ersa
ry p
arty
. (2) I
bak
ed t
he
cak
e fo
r th
e p
arty
mys
elf.
(3) M
y fr
ien
ds
Rao
ul a
nd
Bel
ind
a h
elp
ed m
e d
eco
rate
it. (4
) Rao
ul,
Bel
ind
a, a
nd
I m
ade
the
cak
e lo
ok
lik
e o
ur
clu
b’s
fi rs
t b
oo
k.
(5) R
aou
l did
th
e w
riti
ng
on
th
e ca
ke
by
. (6) Th
er
e w
ere
oth
er
des
sert
s at
th
e p
arty
, bu
t th
e b
est
on
e w
as o
urs
!
1.
Whi
ch is
NO
T a
pos
sess
ive
pro
noun
?
A
our
(Sen
tenc
e 1)
B
its (
Sent
ence
1)
C
mys
elf (
Sent
ence
2)
D
My
(Sen
tenc
e 3)
2.
Whi
ch p
rono
un c
ould
rep
lace
the
unde
rline
d w
ords
in S
ente
nce
4?
A
They
B
We
C
Us
D
You
3.
Whi
ch o
f the
follo
win
g se
nten
ces
has
a p
osse
ssiv
e p
rono
un t
hat
is n
ot
used
bef
ore
a no
un?
A
Sent
ence
2
B
Sent
ence
4
C
Sent
ence
5
D
Sent
ence
6
4.
Whi
ch is
the
ant
eced
ent
for
the
pro
noun
it in
Sen
tenc
e 3?
A
club
B
par
ty
C
cake
D
frie
nds
5.
Whi
ch r
efle
xive
pro
noun
cou
ld fi
ll
the
blan
k in
Sen
tenc
e 5?
A
your
self
B
ours
elve
s
C
him
self
D
them
selv
es
6.
Whi
ch s
ente
nce
has
the
mos
t
pro
noun
s?
A
Sent
ence
1
B
Sent
ence
3
C
Sent
ence
4
D
Sent
ence
6
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
71G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_071
.indd
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/06
5:0
2:44
PM
38 Student Edition pp. 70–71
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e
Less
on
20
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e
que
stio
ns
that
fo
llow
.
(1)
Th
e b
est
pet
San
dy
ever
ow
ned
was
a s
mal
l fri
end
ly p
ig n
amed
Ger
tru
de.
(2) S
he
tho
ugh
t th
is p
ig w
as t
he
mo
st c
ute
an
imal
sh
e h
ad e
ver
seen
. (3) S
and
y
too
k g
oo
d c
are
of
an a
do
rab
le p
ig. (4
) Th
e m
ost
fu
n w
as t
akin
g G
ertr
ud
e fo
r w
alk
s
do
wn
th
e st
reet
. (5) P
eop
le g
ave
San
dy
mo
st c
hee
rfu
l gre
etin
gs t
han
wh
en s
he
wal
ked
by
her
self
. (6) “A
pig
is b
ette
r th
an a
do
g fo
r a
pet
!” s
aid
San
dy.
1.
Whi
ch a
djec
tive
from
the
pas
sage
tells
whi
ch o
ne?
A
best
B
this
C
good
D
fun
2.
Whi
ch is
the
cor
rect
way
to
writ
e
cute
whe
n co
mp
arin
g m
ore
than
two
thin
gs in
Sen
tenc
e 2?
A
mor
e cu
te
B
mor
e cu
ter
C
cute
r
D
cute
st
3.
Whi
ch is
the
cor
rect
wor
d to
rep
lace
the
artic
le in
Sen
tenc
e 3?
A
a
B
the
C
its
D
corr
ect
as is
4.
Whi
ch w
ord
or w
ords
sho
uld
rep
lace
the
und
erlin
ed w
ords
in S
ente
nce
5?
A
chee
rful
ler
B
chee
rful
lest
C
mor
e ch
eerf
ul
D
corr
ect
as is
5.
Whi
ch s
ente
nce
is m
issi
ng a
com
ma
betw
een
two
adje
ctiv
es?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
4
D
Sent
ence
5
6.
Whi
ch n
oun
does
the
adj
ectiv
e
bett
er d
escr
ibe
in S
ente
nce
6?
A
pig
B
dog
C
pet
D
Sand
y
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
72G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_072
.indd
72
9/12
/06
5:0
3:48
PM
© H
arco
urt
• G
rade
4
Nam
eM
ain
an
d
Hel
pin
g V
erb
s
Less
on
21
Un
der
line
the
verb
in e
ach
sen
ten
ce.
1.
We
mov
ed h
ere
last
wee
k.
2.
I met
a n
ew fr
iend
tod
ay.
3.
The
libra
rian
told
me
a st
ory.
4.
Long
ago
, a p
rince
ss v
isite
d ou
r to
wn.
5.
She
brou
ght
her
dog
with
her
.
6.
Man
y ch
ildre
n re
ad t
he b
ook.
7.
Old
er p
eop
le r
emem
ber
the
even
t.
Rew
rite
eac
h s
ente
nce
. Use
a v
erb
to
co
mp
lete
eac
h o
ne.
8.
She
thr
ough
the
par
k.
9.
My
scho
ol d
ay
at
8:30
A.M
.
10.
The
larg
e do
g t
o th
e ch
ild.
11.
I t
he fa
mily
tha
t liv
es u
pst
airs
.
12.
The
fam
ily
thr
ee c
hild
ren.
13.
My
fath
er
the
larg
e bo
x.
14.
Do
you
ani
mal
s?
Poss
ible
resp
onse
s ar
e sh
own.
She
wal
ks th
roug
h th
e pa
rk.
My
scho
ol d
ay b
egin
s at
8:3
0 A.
M.
The
larg
e do
g be
long
s to
the
child
.
I kno
w th
e fa
mily
that
live
s up
stai
rs.
The
fam
ily h
as th
ree
child
ren.
My
fath
er c
arrie
s th
e la
rge
box.
Do y
ou li
ke a
nim
als?
73G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_073
.indd
739/
12/0
65:
06:1
9PM
39 Student Edition pp. 72–73
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eM
ain
an
d
Hel
pin
g V
erb
s
Less
on
21
Un
der
line
the
mai
n v
erb
. Cir
cle
the
hel
pin
g v
erb
.
1.
Toby
’s p
et fi
sh w
as s
wim
min
g in
the
tan
k.
2.
They
hav
e no
t p
urch
ased
the
fish
bow
l yet
.
3.
Toby
’s m
othe
r w
as w
alki
ng t
o th
e p
et s
tore
.
4.
She
will
buy
the
larg
est
fish
bow
l.
Rew
rite
eac
h s
ente
nce
. Use
a h
elp
ing
ver
b a
nd
a f
orm
of
the
verb
in
par
enth
eses
( )
.
5.
My
dog
(beh
ave)
insi
de t
he h
ouse
.
6.
A b
ear
(sca
re)
me,
too
.
7.
The
new
spap
er (
pub
lish)
an
artic
le a
bout
the
inci
dent
.
8.
The
wom
an (
shak
e) h
er h
ead.
9.
You
(go)
out
side
to
pla
y.
10.
The
clas
s (e
nd)
early
tod
ay.
11.
The
scho
olch
ildre
n (w
rite)
sto
ries
abou
t th
eir
pet
s.
Poss
ible
resp
onse
s ar
e gi
ven.
My
dog
will
beh
ave
insi
de th
e ho
use.
A be
ar w
ould
sca
re m
e, to
o.
The
new
spap
er d
id p
ublis
h an
arti
cle
abou
t the
inci
dent
.
The
wom
an w
as s
haki
ng h
er h
ead.
You
shou
ld g
o ou
tsid
e to
pla
y.
The
clas
s w
ill e
nd e
arly
toda
y.
The
scho
olch
ildre
n co
uld
writ
e st
orie
s ab
out t
heir
pets
.
74G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_074
.indd
749/
12/0
65:
06:5
8PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
21
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1)
My
frie
nd
’s d
og
esc
aped
fro
m t
he
yard
. (2) S
he
had
squ
eeze
d t
hro
ug
h t
he
fen
ce. (3
) Sh
e ra
n d
ow
n t
he
stre
et. (4
) So
on
she
was
pan
tin
g h
ard
. (5) Th
en
we
cau
ght
her
. (6) W
e w
ill d
efi n
itel
y
fi x
the
ho
le in
th
e fe
nce
!
1.
Whi
ch h
as a
hel
pin
g ve
rb?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 5
2.
Whi
ch is
NO
T a
mai
n ve
rb in
the
pas
sage
?
Aes
cap
ed (
Sent
ence
1)
Bha
d (S
ente
nce
2)
Cca
ught
(Se
nten
ce 5
)
Dfi x
(Se
nten
ce 6
)
3.
Whi
ch a
re t
he m
ain
verb
s in
Sent
ence
s 2
and
6?
Asq
ueez
ed a
nd fi
x
Bha
d an
d fi x
Cha
d an
d w
ill
Dsq
ueez
ed a
nd d
efi n
itely
4.
Whi
ch v
erb
is N
OT
a he
lpin
g
verb
in t
he p
assa
ge?
Aha
d (S
ente
nce
2)
Bw
as (
Sent
ence
4)
Cca
ught
(Se
nten
ce 5
)
Dw
ill (
Sent
ence
6)
5.
Whi
ch s
ente
nce
does
NO
T
have
a h
elp
ing
verb
?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 6
6.
Whi
ch s
ente
nce
has
anot
her
wor
d be
twee
n th
e he
lpin
g ve
rb
and
the
mai
n ve
rb?
ASe
nten
ce 1
BSe
nten
ce 4
CSe
nten
ce 5
DSe
nten
ce 6
75G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_075
.indd
759/
12/0
65:
07:2
2PM
40 Student Edition pp. 74–75
RXENL08ATE41_GPB.indd 40RXENL08ATE41_GPB.indd 40 10/4/06 9:48:32 PM10/4/06 9:48:32 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e M
ain
an
d
Hel
pin
g V
erb
s
Less
on
21
For
each
sen
ten
ce, w
rite
th
e m
ain
ver
b. T
hen
wri
te
the
hel
pin
g v
erb
.
1.
This
dog
food
is m
ade
for
larg
er d
ogs.
2.
One
bag
of f
ood
can
feed
tw
o ad
ult
Dal
mat
ians
.
3.
I hav
e de
velo
ped
a s
pec
ial f
orm
ula
for
the
food
.
4.
It c
ould
sat
isfy
the
hun
grie
st o
f dog
s!
5.
This
cus
tom
er w
ould
like
a s
amp
le.
6.
I am
buy
ing
two
bags
of t
his
dog
food
.
Ch
oo
se a
hel
pin
g v
erb
fro
m t
he
bo
x to
co
mp
lete
eac
h s
ente
nce
. Yo
u m
ay u
se
a h
elp
ing
ver
b m
ore
th
an o
nce
or
no
t at
all.
7.
The
stor
e s
tayi
ng o
pen
unt
il 7:
00 P
.M.
8.
Whi
ch fl
avor
of i
ce c
ream
y
ou li
ke?
9.
Katie
n
ot m
ake
her
choi
ce y
et.
10.
she
eve
r ea
ten
a ba
nana
sp
lit?
11.
My
fam
ily
brin
g p
otat
o sa
lad
to t
he p
icni
c.
12.
We
see
hug
e st
orm
clo
uds
in t
he s
ky.
13.
If it
rain
s, t
he p
icni
c b
e ca
ncel
ed.
14.
we
mee
ting
at t
he p
ark?
15.
The
wea
ther
fore
cast
say
s th
at w
e h
ave
sunn
y w
eath
er.
are
wo
uld
cou
ldsh
ou
ldd
idh
asw
illis
mad
e, is
feed
, can
deve
lope
d, h
ave
satis
fy, c
ould
like,
wou
ldbu
ying
, am
is
wou
lddi
d
Has
will
coul
dw
ill
Are
shou
ld
Poss
ible
resp
onse
s ar
e sh
own.
76G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_076
.indd
76
9/12
/06
5:0
8:04
PM
© H
arco
urt
• G
rade
4
Nam
eA
ctio
n a
nd
Li
nki
ng
Ver
bs
Less
on
22
Un
der
line
the
verb
in e
ach
sen
ten
ce. W
rite
act
ion
or
linki
ng t
o t
ell w
hat
kin
d o
f ve
rb it
is.
1.
The
fam
ily t
rave
ls fa
r fr
om h
ome.
2.
We
stay
with
my
mot
her’s
sis
ter.
3.
They
are
ver
y w
elco
min
g.
4.
My
fath
er is
a h
ard
wor
ker.
5.
A u
nion
hel
ps
the
wor
kers
.
6.
Our
new
hom
e se
ems
nice
.
7.
My
brot
hers
and
I sp
eak
Span
ish.
Rew
rite
eac
h s
ente
nce
. Co
mp
lete
it w
ith
th
e ki
nd
of
verb
sh
ow
n in
par
enth
eses
( )
.
8.
Mar
co
mus
ic o
n hi
s gu
itar.
(act
ion)
9.
He
a t
alen
ted
mus
icia
n. (
linki
ng)
10.
The
child
ren
anx
ious
abo
ut t
rave
ling.
(lin
king
)
11.
My
frie
nds
and
I t
o th
e p
ark.
(ac
tion)
12.
The
who
le fa
mily
g
ood-
bye.
(ac
tion)
Wri
te f
ou
r se
nte
nce
s ab
ou
t yo
ur
fam
ily. U
se t
wo
act
ion
ver
bs
and
tw
o li
nki
ng
ver
bs.
actio
n
actio
n
linki
ng
linki
ng
actio
n
linki
ng actio
n
Poss
ible
resp
onse
s ar
e sh
own.
Mar
co p
lays
mus
ic o
n hi
s gu
itar.
He is
a ta
lent
ed m
usic
ian.
The
child
ren
seem
anx
ious
abo
ut tr
avel
ing.
My
frien
ds a
nd I
go to
the
park
.
The
who
le fa
mily
wav
es g
ood-
bye.
Acce
pt r
easo
nabl
e re
spon
ses.
77G
ram
mar
Pra
ctic
e B
oo
k
RXE
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_077
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41 Student Edition pp. 76–77
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eA
ctio
n a
nd
Li
nki
ng
Ver
bs
Less
on
22
Un
der
line
the
acti
on
ver
bs.
Cir
cle
the
linki
ng
ver
bs.
1.
Cla
udio
vis
its h
is g
rand
par
ents
in M
exic
o.
2.
He
feel
s ex
cite
d ab
out
the
trip
.
3.
Cla
udio
’s g
rand
par
ents
are
hap
py
abou
t th
e vi
sit,
too
.
4.
Fina
lly, t
he b
oy a
rriv
es.
5.
A y
oung
girl
nam
ed Ju
anita
say
s he
llo.
6.
She
is a
bout
Cla
udio
’s a
ge.
7.
Cla
udio
and
Juan
ita p
lay
toge
ther
.
Rew
rite
eac
h s
ente
nce
. Co
mp
lete
eac
h o
ne
wit
h a
ver
b. T
hen
wri
te
wh
eth
er y
ou
used
an
act
ion
verb
or
a lin
king
ver
b.
8.
The
youn
g gi
rl in
a d
iary
.
9.
She
wor
ried.
10.
The
mot
her
the
girl
.
11.
Peop
le
to
a ne
w c
ount
ry e
very
day
!
12.
Soon
, all
of t
he r
elat
ives
t
oget
her
agai
n.
Poss
ible
resp
onse
s ar
e sh
own.
The
youn
g gi
rl w
rites
in a
dia
ry.;
actio
n ve
rb
She
seem
s w
orrie
d.; l
inki
ng v
erb
The
mot
her c
omfo
rts th
e gi
rl.; a
ctio
n ve
rb
Peop
le m
ove
to a
new
cou
ntry
eve
ry d
ay!;
actio
n ve
rb
Soon
, all
of th
e re
lativ
es a
re to
geth
er a
gain
.; lin
king
ver
b
78G
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mar
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2PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
22
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1)
Man
y p
eop
le a
re o
n t
he
bu
s. (2
) Th
e d
rive
r ch
eck
s o
ur
tick
ets.
(3) I
fee
l ner
vou
s, b
ut
my
bro
ther
s ar
e ex
cite
d. (4
) We
fi n
ally
arr
ive
at t
he
bu
s st
atio
n. (5
) Ou
r fa
ther
is t
her
e! (6
) He
hu
gs a
nd
kis
ses
all o
f u
s.
1.
Whi
ch s
ente
nce
has
a lin
king
ver
b?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 6
2.
Whi
ch is
NO
T an
act
ion
verb
?
Ach
ecks
(Se
nten
ce 2
)
Bfe
el (
Sent
ence
3)
Car
rive
(Sen
tenc
e 4)
Dhu
gs (
Sent
ence
6)
3.
Whi
ch d
escr
ibes
the
tw
o ve
rbs
in
Sent
ence
3?
AFe
el is
link
ing
and
are
is a
ctio
n.
BFe
el is
act
ion
and
are
is li
nkin
g.
CTh
ey a
re b
oth
actio
n ve
rbs.
DTh
ey a
re b
oth
linki
ng v
erbs
.
4.
Whi
ch is
NO
T a
linki
ng v
erb?
Aar
e (S
ente
nce
1)
Bfe
el (
Sent
ence
3)
Car
rive
(Sen
tenc
e 4)
Dis
(Se
nten
ce 5
)
5.
Whi
ch s
ente
nce
has
an a
ctio
n ve
rb?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
6.
Whi
ch d
escr
ibes
the
tw
o ve
rbs
in
Sent
ence
6?
AH
ugs
is li
nkin
g an
d ki
sses
isac
tion.
BH
ugs
is a
ctio
n an
d ki
sses
islin
king
.
CTh
ey a
re b
oth
actio
n ve
rbs.
DTh
ey a
re b
oth
linki
ng v
erbs
.
79G
ram
mar
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ctic
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42 Student Edition pp. 78–79
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e A
ctio
n a
nd
Li
nki
ng
Ver
bs
Less
on
22
Wri
te t
he
mai
n v
erb
in e
ach
sen
ten
ce. T
hen
lab
el e
ach
o
ne
as a
ctio
n o
r lin
king
.
1.
The
car
ride
is lo
ng.
2.
Raou
l and
Hec
tor
are
tired
from
the
trip
.
3.
That
nig
ht, M
r. D
iaz
falls
asl
eep
imm
edia
tely
.
4.
My
mot
her
and
aunt
s co
ok b
reak
fast
.
5.
Our
hom
e se
ems
so fa
r aw
ay.
6.
I thi
nk a
bout
my
frie
nds
ther
e.
Ad
d a
ver
b t
o c
om
ple
te e
ach
sen
ten
ce. W
rite
act
ion
or
linki
ng t
o t
ell w
hat
kin
d o
f
verb
yo
u us
ed.
7.
The
city
n
oisy
.
8.
Lola
h
er b
icyc
le.
9.
A g
irl
acr
oss
the
yard
.
10.
She
frie
ndly
.
11.
Hug
o u
sed
to t
he c
ity s
ound
s.
12.
I a
qua
rter
.
13.
Lola
a
tre
e in
the
par
k.
14.
I a
n ic
e-cr
eam
con
e.
15.
The
ice
crea
m
del
icio
us.
is, l
inki
ng
are,
link
ing
falls
, act
ion
cook
, act
ion
seem
s, li
nkin
g
thin
k, a
ctio
n
Poss
ible
resp
onse
s ar
e sh
own.
is
rides
wal
ks
seem
s
beco
mes
find
clim
bs
buy
look
s
linki
ng
actio
n actio
n
linki
ng
linki
ng
actio
n
actio
n
actio
n
linki
ng
80G
ram
mar
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ctic
e B
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k
RXE
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_080
.indd
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/06
5:1
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PM
© H
arco
urt
• G
rade
4
Nam
e
Pres
ent-
Ten
se
Ver
bs;
Su
bje
ct-V
erb
A
gre
emen
t
Less
on
23
Cir
cle
the
corr
ect
pre
sen
t-te
nse
fo
rm o
f th
e ve
rb in
par
enth
eses
( )
.
1.
A c
ricke
t (ju
mp
, jum
ps)
hig
h in
the
air.
2.
It (
has,
hav
e) s
tron
g le
gs.
3.
Do
you
(see
, see
s) m
any
cric
kets
in t
he c
ity?
4.
The
big
cat
(look
, loo
ks)
at t
he s
mal
l ins
ect.
5.
The
mic
e (h
ide,
hid
es)
behi
nd t
he c
upbo
ard.
6.
At
the
new
ssta
nd, w
orke
rs (
sell,
sel
ls)
new
spap
ers.
7.
The
subw
ay (
trav
el, t
rave
ls)
unde
rgro
und.
8.
Mar
io (
mak
e, m
akes
) a
cage
for
his
pet
cric
ket.
9.
My
mot
her
(thi
nk, t
hink
s) c
ricke
ts a
re n
oisy
.
10.
Som
e in
sect
s (c
hirp
, chi
rps)
loud
ly.
Rew
rite
eac
h s
ente
nce
. Use
th
e co
rrec
t p
rese
nt-
ten
se f
orm
of
the
verb
in
par
enth
eses
( )
.
11.
Man
y bi
rds
(eat
) in
sect
s.
12.
A c
ricke
t (r
ub)
its w
ings
tog
ethe
r to
mak
e no
ise.
13.
An
inse
ct (
have
) th
ree
body
sec
tions
.
14.
Bees
, but
terf
lies,
and
was
ps
(fly
) ar
ound
our
gar
den.
Man
y bi
rds
eat i
nsec
ts.
A cr
icke
t rub
s its
win
gs to
geth
er to
mak
e no
ise.
An in
sect
has
thre
e bo
dy s
ectio
ns.
Bees
, but
terfl
ies,
and
was
ps fl
y ar
ound
our
gar
den.
81G
ram
mar
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ctic
e B
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43 Student Edition pp. 80–81
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e
Pres
ent-
Ten
se
Ver
bs;
Su
bje
ct-V
erb
A
gre
emen
t
Less
on
23
Wri
te t
he
form
of
the
verb
be
in e
ach
sen
ten
ce. T
hen
w
rite
wh
eth
er t
he
sub
ject
is s
ingu
lar
or
plur
al.
1.
They
are
at
the
thea
ter
alre
ady.
2.
I am
late
for
the
show
.
3.
Her
sho
es a
re r
ed.
4.
The
show
is fa
ntas
tic!
Rew
rite
eac
h s
ente
nce
wit
h t
he
corr
ect
pre
sen
t-te
nse
fo
rm o
f th
e ve
rb b
e.
5.
This
nei
ghbo
rhoo
d n
ear
Tim
es S
qua
re.
6.
Man
y be
autif
ul t
heat
ers
her
e.
7.
I a
maz
ed a
t th
e ci
ty’s
eno
rmou
s si
ze.
8.
Ther
e s
o m
uch
to s
ee!
9.
We
vis
iting
the
mus
eum
tod
ay.
10.
I lo
okin
g fo
rwar
d to
it.
are;
plu
ral
are;
plu
ral
is; s
ingu
lar
am; s
ingu
lar
This
nei
ghbo
rhoo
d is
nea
r Tim
es S
quar
e.
Man
y be
autif
ul th
eate
rs a
re h
ere.
I am
am
azed
at t
he c
ity’s
eno
rmou
s si
ze.
Ther
e is
so
muc
h to
see
!
We
are
visi
ting
the
mus
eum
toda
y.
I am
look
ing
forw
ard
to it
. 82G
ram
mar
Pra
ctic
e B
oo
k
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_082
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0PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
23
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1)
In
sect
s ar
e an
imp
ort
ant
par
t o
f C
hin
ese
cult
ure
. (2) P
ain
tin
gs
and
po
ems
oft
en
inse
cts.
(3) P
eop
le k
eep
inse
cts
for
ente
rtai
nm
ent,
too.
(4) F
or
exam
ple
, a c
rick
et m
ay b
e k
ept
as a
pet
. (5) A
pet
inse
ct li
ves
in
a sm
all c
age.
(6) I
ts s
on
g b
rin
g jo
y to
its
ow
ner
.
1.
Whi
ch s
ente
nce
has
a p
rese
nt-t
ense
form
of t
he v
erb
be?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
2.
Whi
ch h
as a
plu
ral f
orm
of a
ver
b
that
sho
uld
be in
the
sin
gula
r fo
rm?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 5
DSe
nten
ce 6
3.
Whi
ch is
a v
erb
that
agr
ees
with
its p
lura
l sub
ject
?
Ake
ep (
Sent
ence
3)
Bm
akes
(Se
nten
ce 4
)
Cex
amp
le (
Sent
ence
4)
Dliv
es (
Sent
ence
5)
4.
Whi
ch v
erb
coul
d co
mp
lete
Sent
ence
2?
Alo
ok
Bha
s
Cin
clud
e
Dsh
ows
5.
Whi
ch s
ente
nce
has
a si
ngul
ar
subj
ect
and
a ve
rb t
hat
agre
es
with
it?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 5
DSe
nten
ce 6
6.
Whi
ch c
hang
e, if
any
, sho
uld
the
stud
ent
mak
e to
Sen
tenc
e 6?
AC
hang
eIt
s to
It.
BC
hang
ebr
ing
to b
rings
.
CC
hang
ejo
y to
joys
.
DM
ake
no c
hang
e.
83G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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_083
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66:
54:3
2AM
44 Student Edition pp. 82–83
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e
Pres
ent-
Ten
se
Ver
bs;
Su
bje
ct-V
erb
A
gre
emen
t
Less
on
23
Rew
rite
eac
h s
ente
nce
, ad
din
g a
sub
ject
fro
m t
he
bo
x.
Use
eac
h p
ron
oun
on
ly o
nce
. Mak
e su
re t
hat
th
e su
bje
cts
and
ver
bs
agre
e.
1.
Can
r
ead
a bo
ok a
bout
zoo
ani
mal
s to
day?
2.
are
all
diffe
rent
kin
ds o
f ani
mal
s.
3.
is a
rea
lly g
reat
sto
ry.
4.
am
not
sur
e ho
w it
end
s.
5.
kee
ps
the
book
on
her
shel
f.
Wri
te t
he
form
of
the
verb
be
in e
ach
sen
ten
ce. T
hen
wri
te w
het
her
th
e
sub
ject
is s
ingu
lar
or
plur
al.
6.
We
are
stud
ents
in M
r. St
anle
y’s
writ
ing
clas
s.
7.
I am
one
of t
he b
est
writ
ers.
8.
You
are
my
favo
rite
auth
or.
9.
This
less
on is
har
der
than
last
wee
k’s
less
on.
10.
Mr.
Stan
ley
tells
us,
“Yo
u ar
e al
l ver
y ta
lent
ed.”
IYo
uSh
eIt
They
Can
you
read
a b
ook
abou
t zoo
ani
mal
s to
day?
They
are
all
diffe
rent
kin
ds o
f ani
mal
s.
It is
a re
ally
gre
at s
tory
.
I am
not
sur
e ho
w it
end
s.
She
keep
s th
e bo
ok o
n he
r she
lf.
are;
plu
ral
am; s
ingu
lar
are;
sin
gula
r is; s
ingu
lar
are;
plu
ral
84G
ram
mar
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e B
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k
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_084
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/06
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© H
arco
urt
• G
rade
4
Nam
ePa
st a
nd
Fu
ture
Ten
ses
Less
on
24
Un
der
line
the
com
ple
te v
erb
in e
ach
sen
ten
ce. W
rite
past
ten
se o
r fu
ture
ten
se t
o id
enti
fy t
he
ten
se o
f ea
ch v
erb
.
1.
The
pho
togr
aphe
r w
orke
d al
l day
.
2.
She
used
her
bes
t ca
mer
a.
3.
At
suns
et, t
he li
ght
fade
d aw
ay.
4.
The
pho
togr
aphs
will
be
pre
tty.
5.
She
row
ed t
he b
oat
to s
hore
.
6.
The
assi
stan
t vi
ewed
the
imag
es o
n th
e co
mp
uter
.
7.
He
will
cho
ose
the
best
one
s.
8.
They
sho
uted
with
hap
pin
ess.
9.
The
edito
r at
the
new
spap
er w
ill li
ke y
our
pic
ture
s.
10.
He
will
pay
for
them
.
Rew
rite
eac
h s
ente
nce
, usi
ng
th
e co
rrec
t fo
rm o
f th
e ve
rb in
par
enth
eses
( )
.
11.
Man
go t
rees
in
the
orc
hard
. (gr
ow–p
ast
tens
e)
12.
The
leav
es
red
dish
. (lo
ok–p
ast
tens
e)
13.
Each
man
go fr
uit
a s
ingl
e se
ed. (
cont
ain–
pas
t te
nse)
14.
Man
go fl
ower
s in
the
sp
ring
or s
umm
er.
(ap
pea
r–fu
ture
ten
se)
15.
The
frui
t a
bout
one
pou
nd. (
wei
gh–f
utur
e te
nse)
past
tens
epa
st te
nse
past
tens
efu
ture
tens
epa
st te
nse
past
tens
efu
ture
tens
epa
st te
nse
futu
re te
nse
futu
re te
nse
Man
go tr
ees
grew
in th
e or
char
d.
The
leav
es lo
oked
redd
ish.
Each
man
go fr
uit c
onta
ined
a s
ingl
e se
ed.
Man
go fl
ower
s w
ill a
ppea
r in
the
sprin
g or
sum
mer
.
The
fruit
will
wei
gh a
bout
one
pou
nd.
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ram
mar
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e B
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7PM
45 Student Edition pp. 84–85
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
ePa
st a
nd
Fu
ture
Ten
ses
Less
on
24
Co
mp
lete
th
e co
lum
ns.
Wri
te t
he
mis
sin
g f
orm
s o
f ea
ch v
erb
.
Rew
rite
th
e p
arag
rap
h. C
han
ge
the
und
erlin
ed p
rese
nt-
ten
se v
erb
s to
th
eir
pas
t-te
nse
fo
rm.
PRES
ENT
TEN
SEPA
ST T
ENSE
FUTU
RE
TEN
SE
1.ch
eck
2.d
rag
3.w
ill c
all
4.st
op
5.w
ill s
tud
y
6.ri
nse
d
7.w
ill w
atch
8.tr
ied
9.cl
ean
Sh
awn
(10)
visi
ts F
lori
da
and
(11)
lear
ns
abo
ut
swam
p li
fe. Th
e
swam
p
(12) a
pp
ears
wet
an
d w
oo
ded
. Sh
awn
(13)
cou
nts
man
y d
iff e
ren
t ty
pes
of
pla
nts
.
He
(14) li
kes
th
e cy
pre
ss t
rees
bes
t. S
haw
n a
nd
his
sis
ter
(15) lo
ok
fo
r an
imal
s,
such
as
turt
les,
ott
ers,
an
d h
ero
ns.
Shaw
n vi
site
d Fl
orid
a an
d le
arne
d ab
out s
wam
p lif
e.
The
swam
p ap
pear
ed w
et a
nd w
oode
d. S
haw
n co
unte
d m
any
diffe
rent
type
s of
pla
nts.
He
liked
the
cypr
ess
trees
bes
t.
Shaw
n an
d hi
s si
ster
look
ed fo
r ani
mal
s, s
uch
as tu
rtles
,
otte
rs, a
nd h
eron
s.
call
stud
yrin
sew
atch
try
chec
ked
drag
ged
calle
dst
oppe
dst
udie
d
wat
ched
clea
ned
will
che
ckw
ill d
rag
will
sto
p
will
rins
e
will
try
will
cle
an
86G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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K41_
GPB
_086
.indd
869/
12/0
65:
20:5
0PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
24
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1)
We
spo
tted
tw
o b
row
n p
elic
ans
by
the
mar
ina.
(2) Th
ey
live
on
th
e sa
nd
y
bea
ch. (3
) Th
e p
elic
ans
fi sh
. (4) Th
ey
wil
l use
th
eir
bil
ls a
nd
po
uch
es t
o
sco
op
up
fi sh
. (5) Th
ey
bu
ild
a n
est
on
th
e gr
ou
nd
. (6) B
oth
th
e m
ale
bir
d a
nd
the
fem
ale
bir
d in
cub
ate
the
egg
s.
1.
Whi
ch s
ente
nce
uses
the
pas
t-te
nse
form
of a
ver
b?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 5
2.
Whi
ch is
a p
rese
nt-t
ense
ver
b th
at
coul
d co
mp
lete
Sen
tenc
e 3?
Aw
ere
Bea
t
Cca
ught
Den
joye
d
3.
Whi
ch s
ente
nce
uses
a fu
ture
-ten
se
form
of a
ver
b?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 5
4.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e in
Sen
tenc
e 5
to u
se a
futu
re-t
ense
ver
b?
AC
hang
ebu
ild t
o bu
ilds.
BC
hang
ebu
ild t
o w
ill b
uild
.
CC
hang
ebu
ild t
o bu
ilt.
DM
ake
no c
hang
e.
5.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e in
Sen
tenc
e 6
to u
se a
futu
re-t
ense
ver
b?
AC
hang
ein
cuba
te t
o w
ill in
cuba
te.
BC
hang
ein
cuba
te t
o in
cuba
tes.
CC
hang
ein
cuba
te t
o in
cuba
ted.
DM
ake
no c
hang
e.
6.
Whi
ch s
how
s th
e co
rrec
t p
rese
nt,
pas
t, a
nd fu
ture
ten
ses
of a
ver
b?
Asp
ot, s
pot
s, w
ill s
pot
Blif
e, li
ved,
will
live
Cus
es, u
sed,
will
use
d
Dsc
oop
, sco
oped
, will
sco
op
87G
ram
mar
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ctic
e B
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46 Student Edition pp. 86–87
RXENL08ATE41_GPB.indd 46RXENL08ATE41_GPB.indd 46 10/4/06 9:48:40 PM10/4/06 9:48:40 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e Pa
st a
nd
Fu
ture
Ten
ses
Less
on
24
Wri
te t
he
pas
t-te
nse
an
d f
utur
e-te
nse
fo
rms
of
each
pre
sen
t-te
nse
ver
b.
1.
rem
ark
2.
surr
ound
3.
smile
4.
bloo
m
5.
trad
e
6.
grin
7.
hurr
y
Rew
rite
eac
h s
ente
nce
. Wri
te t
he
futu
re-t
ense
ver
bs
in t
he
pas
t te
nse
. Wri
te t
he
pas
t-te
nse
ver
bs
in t
he
futu
re t
ense
.
8.
The
stor
m c
ause
d a
lot
of d
amag
e.
9.
We
will
che
ck t
he y
ard
afte
r th
e st
orm
.
10.
The
heav
y ra
in r
uine
d m
y ve
geta
ble
gard
en.
11.
Our
nei
ghbo
rs’ g
arag
e co
llap
sed!
12.
They
will
rep
ort
this
to
thei
r in
sura
nce
com
pan
y.
rem
arke
d, w
ill re
mar
ksu
rrou
nded
, will
sur
roun
dsm
iled,
will
sm
ilebl
oom
ed, w
ill b
loom
trade
d, w
ill tr
ade
grin
ned,
will
grin
hurr
ied,
will
hur
ry
The
stor
m w
ill c
ause
a lo
t of d
amag
e.
We
chec
ked
the
yard
afte
r the
sto
rm.
The
heav
y ra
in w
ill ru
in m
y ve
geta
ble
gard
en.
Our n
eigh
bors
’ gar
age
will
col
laps
e!
They
repo
rted
this
to th
eir i
nsur
ance
com
pany
.
88G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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K41_
GPB
_088
.indd
88
9/12
/06
5:2
3:02
PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
25
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
(1)
Th
e vo
lum
e o
f th
e ra
dio
was
lou
d. (2
) Th
e an
no
un
cer
was
yel
lin
g ab
ou
t a
con
test
. (3) M
y fr
ien
d P
edro
had
en
tere
d t
he
con
test
. (4) W
e sh
ou
ld li
sten
fo
r th
e
win
ner
. (5) W
ow
, Ped
ro h
as w
on
a t
rip
to
Ch
ina!
(6) H
e is
so
exc
ited
!
1.
Whi
ch s
ente
nce
has
a lin
king
ver
b as
its m
ain
verb
?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
4
D
Sent
ence
5
2.
Whi
ch is
NO
T a
mai
n ve
rb in
the
pas
sage
?
A
yelli
ng (
Sent
ence
2)
B
ente
red
(Sen
tenc
e 3)
C
shou
ld (
Sent
ence
4)
D
won
(Se
nten
ce 5
)
3.
Whi
ch s
ente
nce
does
NO
T ha
ve a
help
ing
verb
?
A
Sent
ence
2
B
Sent
ence
3
C
Sent
ence
5
D
Sent
ence
6
4.
Whi
ch is
NO
T a
help
ing
verb
in t
he
pas
sage
?
A
was
(Se
nten
ce 2
)
B
had
(Sen
tenc
e 3)
C
shou
ld (
Sent
ence
4)
D
is (
Sent
ence
6)
5.
Whi
ch d
escr
ibes
the
ver
b en
tere
d in
Sent
ence
3?
A
help
ing
and
linki
ng
B
mai
n an
d lin
king
C
mai
n an
d ac
tion
D
help
ing
and
actio
n
6.
Whi
ch a
re t
he m
ain
verb
s in
Sent
ence
s 4
and
5?
A
liste
n an
d w
on
B
liste
n an
d ha
s
C
shou
ld a
nd w
on
D
shou
ld a
nd h
as
89G
ram
mar
Pra
ctic
e B
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NL0
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/06
6:5
4:49
AM
47 Student Edition pp. 88–89
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e
Less
on
25
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1
) Ja
mal
is g
oin
g t
o S
an F
ran
cisc
o. (
2)
He
wil
l rid
e a
trai
n f
rom
Ari
zon
a to
Cal
ifo
rnia
. (3
) Ja
mal
pac
ked
his
bag
s. (
4)
Jam
al a
nd
his
sis
ter
wal
k t
o t
he
trai
n
stat
ion
. (5
) Th
e co
nd
uct
or
sho
ut,
“All
ab
oar
d!”
(6
) Ja
mal
hu
gs
his
sis
ter
and
jum
ps
on
to t
he
trai
n.
1.
Whi
ch v
erb
agre
es in
num
ber
with
its p
lura
l sub
ject
?
A
is g
oing
(Se
nten
ce 1
)
B
will
rid
e (S
ente
nce
2)
C
wal
k (S
ente
nce
4)
D
hugs
(Se
nten
ce 5
)
2.
Whi
ch s
ente
nce
has
a fu
ture
-ten
se
verb
?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
3
D
Sent
ence
6
3.
Whi
ch s
ente
nce
has
a ve
rb t
hat
does
not
agre
e w
ith it
s si
ngul
ar s
ubje
ct?
A
Sent
ence
1
B
Sent
ence
3
C
Sent
ence
4
D
Sent
ence
5
4.
Whi
ch d
escr
ibes
the
ver
b hu
gs in
Sent
ence
6?
A
pas
t-te
nse
B
futu
re-t
ense
C
pre
sent
-ten
se
D
plu
ral
5.
Whi
ch is
the
pas
t-te
nse
form
of t
he
unde
rline
d ve
rb in
Sen
tenc
e 6?
A
jum
ped
B
jum
p
C
will
jum
p
D
jum
pin
g
6.
Whi
ch s
ente
nce
has
a p
ast-
tens
e
verb
?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
3
D
Sent
ence
6
90G
ram
mar
Pra
ctic
e B
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RXE
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/06
5:2
4:22
PM
© H
arco
urt
• G
rade
4
Nam
eIr
reg
ula
r V
erb
s
Less
on
26
Wri
te t
he
pas
t-te
nse
fo
rm f
or
each
pre
sen
t-te
nse
ver
b.
1.
go
2.
begi
n
3.
wea
r
4.
thro
w
Rew
rite
eac
h s
ente
nce
. Use
th
e co
rrec
t p
ast-
ten
se f
orm
of
the
verb
in
par
enth
eses
( )
.
5.
Anc
ient
peo
ple
t
he h
uge
bone
s be
long
ed t
o gi
ants
. (th
ink)
6.
They
w
rong
. (be
)
7.
The
scie
ntis
t t
he s
kull
in t
he m
useu
m’s
bas
emen
t. (
find)
8.
He
the
ans
wer
to
the
stud
ent’s
que
stio
n. (
know
)
9.
Han
k’s
mod
el o
f a d
inos
aur
skel
eton
. (
brea
k)
10.
We
him
a n
ew m
odel
. (gi
ve)
wen
t
bega
n
wor
e
thre
w
Anci
ent p
eopl
e th
ough
t the
hug
e bo
nes
belo
nged
to g
iant
s.
They
wer
e w
rong
.
The
scie
ntis
t fou
nd th
e sk
ull i
n th
e m
useu
m’s
bas
emen
t.
He k
new
the
answ
er to
the
stud
ent’s
que
stio
n.
Hank
’s m
odel
of a
din
osau
r ske
leto
n br
oke.
We
gave
him
a n
ew m
odel
.
91G
ram
mar
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ctic
e B
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3PM
48 Student Edition pp. 90–91
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eIr
reg
ula
r V
erb
s
Less
on
26
Co
mp
lete
th
e ch
art
wit
h t
he
corr
ect
form
s o
f ea
ch v
erb
.
VER
BPR
ESEN
TPA
STPA
ST W
ITH
H
ELPI
NG
VER
BS
(hav
e, h
as, h
ad)
1.
wea
rw
ear,
wea
rs
2.
go
go, g
oes
3.
kno
wkn
ow, k
now
s
4.
bre
akbr
eak,
bre
aks
5.
beg
inbe
gin,
beg
ins
6.
thr
owth
row
, thr
ows
7.
be
am, i
s, a
re
8.
cho
ose
choo
se, c
hoos
es
9.
dra
wdr
aw, d
raw
s
10.
eat
eat,
eat
s
Wri
te t
his
pre
sen
t-te
nse
par
agra
ph
in t
he
pas
t te
nse
.
Sa
ma
(11)
is a
goo
d re
ader
. Ove
r th
e su
mm
er, s
he (
12)
goes
to
the
libra
ry e
very
day.
Sam
a (1
3) c
hoos
es a
new
boo
k ea
ch t
ime.
The
n sh
e (1
4) b
egin
s to
rea
d. B
y
the
end
of t
he s
umm
er, s
he (
15)
know
s a
lot
abou
t m
any
diffe
rent
thi
ngs.
wor
e
wen
t
knew
brok
e
bega
n
thre
w
was
, wer
e
wor
n
gone
know
n
brok
en
begu
n
thro
wn
been
chos
en
draw
n
eate
n
chos
e
drew ate
Sa
ma
was
a g
ood
read
er. O
ver t
he s
umm
er, s
he w
ent
to th
e lib
rary
eve
ry d
ay. S
ama
chos
e a
new
boo
k ea
ch
time.
The
n sh
e be
gan
to re
ad. B
y th
e en
d of
the
sum
mer
,
she
knew
a lo
t abo
ut m
any
diffe
rent
thin
gs.
92G
ram
mar
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e B
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2PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
26
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
(1)
We
wen
t to
th
e N
atu
ral H
isto
ry M
use
um
yes
terd
ay. (2
) Th
e to
ur
of
the
din
osa
ur
exh
ibit
was
tw
o h
ou
rs lo
ng.
(3) Th
e
mu
seu
m g
uid
e su
gges
ted
th
at w
e
wea
r co
mfo
rtab
le s
ho
es. (4
) In
stea
d, A
rnie
wo
re h
is b
ran
d-n
ew b
oo
ts. (5
) He
had
tho
ugh
t it
was
a g
oo
d id
ea. (6
) Aft
er ju
st 1
5 m
inu
tes,
Arn
ie k
new
he
had
mad
e
a m
ista
ke!
1.
Whi
ch v
erb
from
the
pas
sage
is t
he
pas
t-te
nse
form
of t
he v
erb
go?
Aw
ent
(Sen
tenc
e 1)
Bw
as (
Sent
ence
2)
Cw
ear
(Sen
tenc
e 3)
Dw
ore
(Sen
tenc
e 4)
2.
Whi
ch s
ente
nce
has
one
verb
in
the
pre
sent
ten
se a
nd o
ne in
the
pas
t te
nse?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
3.
Whi
ch t
wo
sent
ence
s ha
ve a
help
ing
verb
?
ASe
nten
ces
2 an
d 3
BSe
nten
ces
3 an
d 4
CSe
nten
ces
4 an
d 5
DSe
nten
ces
5 an
d 6
4.
Whi
ch t
wo
sent
ence
s do
NO
T
incl
ude
a p
ast-
tens
e fo
rm o
f
the
verb
be?
ASe
nten
ces
1 an
d 2
BSe
nten
ces
3 an
d 4
CSe
nten
ces
4 an
d 5
DSe
nten
ces
5 an
d 6
5.
Whi
ch v
erb
is t
he p
ast-
tens
e fo
rm o
f
the
verb
be?
Aw
ent
(Sen
tenc
e 1)
Bw
as (
Sent
ence
2)
Cw
ear
(Sen
tenc
e 3)
Dw
ore
(Sen
tenc
e 4)
6.
The
und
erlin
ed v
erb
in S
ente
nce
4
is t
he p
ast-
tens
e fo
rm o
f whi
ch
verb
?
Ath
rill
Bth
row
Cth
ink
Dth
eft
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
93G
ram
mar
Pra
ctic
e B
oo
k
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9AM
49 Student Edition pp. 92–93
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e Ir
reg
ula
r V
erb
s
Less
on
26
Rew
rite
th
e un
der
lined
ver
bs
in t
he
pas
t te
nse
.
1.
Writ
ing
stor
ies
abou
t di
nosa
urs
is Ja
ne’s
favo
rite
pas
time.
2.
She
begi
ns w
ith a
des
crip
tion
of t
he d
inos
aur.
3.
Jane
thi
nks
of it
s ha
bita
t.
4.
Then
she
writ
es a
bout
eve
nts
from
her
imag
inat
ion.
5.
Whe
n sh
e m
akes
a m
ista
ke, s
he t
hrow
s th
e p
age
away
.
6.
The
stor
ies
are
alw
ays
grea
t!
7.
Jane
kno
ws
so m
uch
abou
t th
ese
anim
als.
Wri
te a
sen
ten
ce t
o a
nsw
er e
ach
que
stio
n. U
se t
he
pas
t-te
nse
fo
rm o
f th
e ve
rb
you
see
in t
he
que
stio
n.
8.
Whe
n di
d yo
u go
to
bed
last
nig
ht?
9.
Wha
t ki
nd o
f sho
es d
id y
ou w
ear
yest
erda
y?
10.
Whe
n di
d yo
u be
gin
your
hom
ewor
k?
11.
Wha
t di
d yo
u se
e on
you
r w
ay t
o sc
hool
tod
ay?
12.
Wha
t di
d yo
u th
ink
of t
he b
ook?
was
bega
n
thou
ght
wro
tem
ade,
thre
ww
ere
knew
Poss
ible
resp
onse
s ar
e sh
own.
I wen
t to
bed
at 9
:00
P.M
.
I wor
e sn
eake
rs y
este
rday
.
I beg
an m
y ho
mew
ork
at 4
:30
P.M
.
I saw
my
neig
hbor
wal
king
his
dog
.
I tho
ught
the
book
was
funn
y.
94G
ram
mar
Pra
ctic
e B
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/06
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7:53
PM
© H
arco
urt
• G
rade
4
Nam
eEa
sily
Co
nfu
sed
W
ord
s
Less
on
27
Wri
te t
he
con
trac
tio
n f
or
each
wo
rd p
air.
1.
she
is
2.
is n
ot
3.
they
hav
e
4.
does
not
5.
will
not
6.
shou
ld n
ot
7.
you
are
8.
I am
9.
we
had
10.
it is
Lab
el e
ach
un
der
lined
wo
rd a
s a
cont
ract
ion
or
a po
sses
sive
pro
noun
.
11.
We’
re t
ired
from
wal
king
so
far.
12.
The
door
wou
ldn’
t cl
ose.
13.
Its
hing
e is
bro
ken.
14.
Aft
er lu
nch,
the
y w
eren
’t t
ired
anym
ore.
15.
The
hike
rs p
ut o
n th
eir
back
pac
ks.
16.
It’s
a lo
ng w
ay t
o th
e bo
ttom
of t
he c
anyo
n!
17.
Your
face
look
s su
nbur
ned.
18.
I’ve
put
on
suns
cree
n an
d a
hat.
19.
I thi
nk t
hey’
re r
estin
g.
20.
Imag
ine
you’
re a
lread
y at
the
top
of t
he h
ill.
she’
sis
n’t
they
’ve
does
n’t
won
’t
shou
ldn’
t
you’
re
I’m we’
d
it’s
cont
ract
ion
cont
ract
ion
poss
essi
ve p
rono
un
cont
ract
ion
poss
essi
ve p
rono
un
cont
ract
ion
poss
essi
ve p
rono
unco
ntra
ctio
n
cont
ract
ion
cont
ract
ion
95G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_095
.indd
959/
12/0
65:
28:2
2PM
50 Student Edition pp. 94–95
RXENL08ATE41_GPB.indd 50RXENL08ATE41_GPB.indd 50 10/4/06 9:48:45 PM10/4/06 9:48:45 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eEa
sily
Co
nfu
sed
W
ord
s
Less
on
27
Cir
cle
the
wo
rd in
par
enth
eses
( )
th
at c
orr
ectl
y
com
ple
tes
the
sen
ten
ce.
1.
(It’s
, Its
) tim
e to
sto
p fo
r w
ater
.
2.
(The
y’re
, The
ir) s
hoes
are
dry
and
dus
ty.
3.
I cou
nt (
four
, for
) co
yote
s.
4.
The
pac
k m
ules
(no
, kno
w)
whi
ch t
rail
to fo
llow
.
5.
(You
r, Yo
u’re
) ta
king
som
e gr
eat
pic
ture
s.
6.
They
pla
n to
hik
e to
mor
row
, (to
, too
).
Rew
rite
eac
h s
ente
nce
. Use
th
e co
rrec
t w
ord
fro
m t
he
bo
x to
co
mp
lete
it.
7.
This
sle
epin
g ba
g is
.
8.
I D
ora
yell
with
exc
item
ent.
9.
We
see
a o
f buf
falo
!
10.
me
a p
ostc
ard
whe
n yo
u ha
ve t
ime.
11.
They
t
he w
ay t
o th
e ca
mp
site
.
12.
Are
you
sur
e D
ora
is
?
n
ewkn
ewh
eard
her
dri
gh
tw
rite
This
sle
epin
g ba
g is
new
.
I hea
rd D
ora
yell
with
exc
item
ent.
We
see
a he
rd o
f buf
falo
!
Writ
e m
e a
post
card
whe
n yo
u ha
ve ti
me.
They
kne
w th
e w
ay to
the
cam
psite
.
Are
you
sure
Dor
a is
righ
t? 96G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_096
.indd
969/
12/0
65:
33:0
8PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
27
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
(1)
In
tw
o d
ays
I’m
vis
itin
g Y
ose
mit
e N
atio
nal
Par
k w
ith
my
cou
sin
s.
(2) Th
ey
hav
e b
een
to
th
e p
ark
bef
ore
, bu
t I
hav
en’t.
(3) M
y co
usi
ns
say
they
’re
favo
rite
par
t o
f th
e tr
ip is
see
ing
all
of
the
star
s at
nig
ht.
(4) I
can
’t
wai
t to
o s
ee t
he
star
s. (5
) I k
no
w it
s go
ing
to b
e fa
nta
stic
!
1.
Whi
ch w
ord
pai
r do
es t
he
cont
ract
ion
I’m in
Sen
tenc
e 1
stan
d fo
r?
AI m
ay
BI a
m
CI m
ight
DI h
ave
2.
Whi
ch is
the
con
trac
tion
for
the
unde
rline
d w
ords
in S
ente
nce
2?
ATh
ey’v
e
BTh
e’ve
CTh
ey’d
DTh
ey’r
e
3.
Whi
ch w
ord
pai
r do
es t
he
cont
ract
ion
have
n’t
in S
ente
nce
2
stan
d fo
r?
Aha
ve n
othi
ng
Bha
ve n
o
Cha
ve n
ot
Dha
ve n
ever
4.
Whi
ch s
ente
nce
inco
rrec
tly u
ses
a
cont
ract
ion
whe
re t
here
sho
uld
be
a p
osse
ssiv
e p
rono
un?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 5
5.
Whi
ch s
ente
nce
inco
rrec
tly u
ses
a p
osse
ssiv
e p
rono
un w
here
the
re
shou
ld b
e a
cont
ract
ion?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
6.
In
whi
ch s
ente
nce
is o
ne o
f the
wor
dstw
o,to
o, o
r to
use
d
inco
rrec
tly?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 5
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
97G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_097
.indd
979/
12/0
65:
33:4
5PM
51 Student Edition pp. 96–97
RXENL08ATE41_GPB.indd 51RXENL08ATE41_GPB.indd 51 10/4/06 9:48:47 PM10/4/06 9:48:47 PM
© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e Ea
sily
Co
nfu
sed
W
ord
s
Less
on
27
Wri
te t
he
con
trac
tio
n f
or
each
wo
rd p
air.
1.
can
not
2.
they
had
3.
do n
ot
4.
you
have
5.
we
have
6.
are
not
7.
wer
e no
t
Wri
te w
het
her
th
e un
der
lined
wo
rd is
cor
rect
or
inco
rrec
t. If
th
e w
ord
is
inco
rrec
t, w
rite
th
e co
rrec
t o
ne.
8.
Thei
r ar
e m
any
won
derf
ul p
arks
in t
he U
nite
d St
ates
.
9.
I hav
en’t
bee
n to
o th
em a
ll.
10.
If yo
u’ve
see
n th
e G
rand
Can
yon,
you
’re
luck
y.
11.
My
sist
er h
as h
eard
tha
t it
is m
ore
than
275
mile
s lo
ng.
12.
I’ve
read
it is
abo
ut w
on m
ile d
eep
!
13.
Its
a fiv
e-ho
ur t
rip t
o th
e de
epes
t p
art
of t
he c
anyo
n.
14.
Olli
e’s
par
ents
sho
wed
us
thei
r p
hoto
grap
hs o
f the
Gra
nd C
anyo
n.
15.
I no
I wan
t to
go
ther
e so
me
day.
can’
tth
ey’d
don’
t
you’
ve
we’
ve
aren
’tw
eren
’t
inco
rrec
t; Th
ere
inco
rrec
t; to
corr
ect
inco
rrec
t; on
e inco
rrec
t; It’
s
corr
ect
corr
ect
inco
rrec
t; kn
ow
98G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_098
.indd
98
9/12
/06
5:3
4:45
PM
© H
arco
urt
• G
rade
4
Nam
eA
dve
rbs
Less
on
28
Ch
oo
se o
ne
adve
rb o
f ea
ch t
ype,
fo
r ex
amp
le u
pst
airs
, fre
qu
entl
y, a
nd
so
ftly
. Th
en
use
eac
h a
dve
rb in
a s
ente
nce
th
at c
om
par
es m
ore
th
an t
wo
act
ion
s.
Cir
cle
the
adve
rb. T
hen
wri
te w
het
her
th
e ad
verb
tel
ls
whe
re, w
hen,
or
how
.
1.
Paul
Bun
yan
wor
ked
hard
to
clea
r th
e la
nd.
2.
Paul
Bun
yan
wal
ked
ever
ywhe
re.
3.
Paul
fell
in lo
ve w
ith C
arrie
imm
edia
tely
.
4.
Late
r, th
ey g
ot m
arrie
d.
5.
My
mot
her
sing
s ha
pp
ily.
6.
Som
etim
es I
join
in t
he s
ong.
7.
Nia
gara
Fal
ls is
ove
r th
ere.
8.
Toda
y w
e ar
e w
alki
ng in
Bry
ce C
anyo
n.
Rew
rite
eac
h s
ente
nce
. Use
th
e co
rrec
t fo
rm o
f th
e ad
verb
in p
aren
thes
es (
).
9.
The
Bun
yan
child
ren
grow
t
han
the
neig
hbor
’s ch
ildre
n. (
quic
k)
10.
The
girl
wre
stle
d a
pum
a. (
brav
e)
11.
The
fam
ily t
rave
ls
. (w
ide)
12.
They
enj
oy t
heir
trip
s . (
grea
t)
Acce
pt re
ason
able
resp
onse
s.
how
whe
rew
hen
whe
n
how w
hen
whe
re
whe
n
The
Buny
an c
hild
ren
grow
mor
e qu
ickl
y th
an th
e ne
ighb
or’s
ch
ildre
n.
The
girl
brav
ely
wre
stle
d a
pum
a.
The
fam
ily tr
avel
s w
idel
y.
They
enj
oy th
eir t
rips
grea
tly.
99G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K41_
GPB
_099
.indd
999/
12/0
65:
36:3
4PM
52 Student Edition pp. 98–99
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
eA
dve
rbs
Less
on
28
Un
der
line
each
ver
b, a
nd
cir
cle
the
adve
rb t
hat
des
crib
es
it. T
hen
wri
te t
he
neg
ativ
e fr
om
eac
h s
ente
nce
.
1.
Nob
ody
chop
s do
wn
tree
s be
tter
tha
n Pa
ul B
unya
n.
2.
It w
as n
ot d
iffic
ult
for
him
to
cut
tree
s m
ore
qui
ckly
tha
n ot
her
logg
ers.
3.
No
ox w
orke
d ha
rder
tha
n Ba
be.
4.
No
pla
ce lo
oks
mor
e be
autif
ul t
han
Big
Sur.
5.
I’ve
neve
r m
et a
nyon
e w
ho c
ould
sin
g m
ore
loud
ly t
han
Sue.
Rew
rite
eac
h s
ente
nce
co
rrec
tly,
wit
h o
nly
on
e n
egat
ive.
6.
He
had
neve
r se
en n
o bi
g m
ount
ains
bef
ore.
7.
Ther
e is
not
not
hing
wro
ng w
ith b
eing
a lu
mbe
rjack
.
8.
The
othe
r lo
gger
s w
ere
not
neve
r as
fast
as
Paul
.
9.
Paul
had
n’t
seen
not
hing
like
Bab
e be
fore
.
10.
He
coul
dn’t
imag
ine
no fi
ner
ox.
Nobo
dy
not
No
No
neve
r
Poss
ible
resp
onse
s ar
e sh
own.
He h
ad n
ever
see
n an
y bi
g m
ount
ains
bef
ore.
Ther
e is
not
hing
wro
ng w
ith b
eing
a lu
mbe
rjack
.
The
othe
r log
gers
wer
e ne
ver a
s fa
st a
s Pa
ul.
Paul
had
n’t s
een
anyt
hing
like
Bab
e be
fore
.
He c
ould
n’t i
mag
ine
a fin
er o
x.
100
Gra
mm
ar P
ract
ice
Bo
ok
RXE
NL0
8AW
K41_
GPB
_100
.indd
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/06
5:38
:17
PM
© H
arco
urt
• G
rade
4
Nam
e
Less
on
28
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
(1)
Of
all t
he
fam
ou
s ch
arac
ters
in f
olk
tale
s, B
abe
the
Blu
e O
x w
ork
ed
har
des
t. (2
) No
an
imal
was
nev
er a
s st
ron
g a
s B
abe.
(3) B
abe
lab
ore
d
mo
re t
han
Pau
l Bu
nya
n d
id! (4
) I h
app
ily
read
an
y st
ori
es a
bo
ut
Pau
l
and
Bab
e. (5
) I t
ho
ug
ht
they
wer
e th
e b
est
sto
ries
of
all.
(6) I
wil
l wri
te
abo
ut
the
sto
ry t
om
orr
ow
.
1.
Whi
ch o
f the
follo
win
g is
NO
T
an a
dver
b in
the
pas
sage
?
Aha
rdes
t (S
ente
nce
1)
Bst
rong
(Se
nten
ce 2
)
Cm
ore
(Sen
tenc
e 3)
Dha
pp
ily (
Sent
ence
4)
2.
Whi
ch a
re b
eing
com
par
ed in
Sent
ence
1?
ABa
be a
nd fo
lkta
les
BBa
be a
nd fa
mou
s ch
arac
ters
Cfa
mou
s ch
arac
ters
and
folk
tale
s
DBa
be a
nd t
he B
lue
Ox
3.
Whi
ch is
NO
T de
scrib
ed b
y
an a
dver
b?
Aw
orke
d (S
ente
nce
1)
Bla
bore
d (S
ente
nce
3)
Cre
ad (
Sent
ence
4)
Dth
ough
t (S
ente
nce
5)
4.
Whi
ch s
ente
nce
has
a do
uble
nega
tive?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 5
5.
Whi
ch s
ente
nce
com
par
es ju
st
two
actio
ns?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
6.
Whi
ch is
an
adve
rb t
hat
tells
whe
n?
Aha
rdes
t (S
ente
nce
1)
Bha
pp
ily (
Sent
ence
4)
Cbe
st (
Sent
ence
5)
Dto
mor
row
(Se
nten
ce 6
)
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
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mm
ar P
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ice
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arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e A
dve
rbs
Less
on
28
Fill
in t
he
char
t w
ith
th
e co
rrec
t fo
rms
of
each
ad
verb
.
AD
VER
BC
OM
PAR
ING
TW
O A
CTI
ON
SC
OM
PAR
ING
MO
RE
THA
N
TWO
AC
TIO
NS
1.
qui
etly
2.
high
3.
freq
uent
ly
4.
wel
l
5.
care
fully
6.
early
Rew
rite
th
e se
nte
nce
s. U
se a
dve
rbs
fro
m t
he
char
t ab
ove
.
Co
rrec
t al
l do
uble
neg
ativ
es.
7.
I rea
d bo
oks
tha
n Ka
te d
oes.
8.
Paul
Bun
yan
jum
ps
the
of a
ll.
9.
She
pla
ys
tha
n he
r yo
unge
r si
ster
doe
s.
10.
Paul
doe
sn’t
thi
nk n
o an
imal
wor
ks
tha
n Ba
be.
mos
t qui
etly
high
est
mos
t fre
quen
tly
best
mos
t car
eful
ly
earli
est
mor
e qu
ietly
high
er
mor
e fre
quen
tly
bette
r
mor
e ca
refu
lly
earli
er Poss
ible
resp
onse
s ar
e sh
own.
I rea
d bo
oks
mor
e fre
quen
tly th
an K
ate
does
.
Paul
Bun
yan
jum
ps th
e hi
ghes
t of a
ll.
She
play
s m
ore
quie
tly th
an h
er y
oung
er s
iste
r doe
s.
Paul
doe
sn’t
thin
k an
y an
imal
wor
ks b
ette
r tha
n Ba
be.
102
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mm
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ice
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:45:
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urt
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rade
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Nam
ePu
nct
uat
ion
Less
on
29
Co
mp
lete
eac
h s
ente
nce
by
add
ing
a c
om
ma,
co
lon
, or
hyp
hen
. Wri
te c
omm
a, c
olon
, or
hyph
en t
o id
enti
fy t
he
pun
ctua
tio
n m
ark
you
add
ed.
1.
I onc
e vi
site
d A
ncho
rage
A
lask
a.
2.
This
is w
hat
I too
k a
cam
era,
my
suitc
ase,
and
a t
rave
l boo
k.
3.
My
uncl
e, w
ho is
tw
enty
t
wo,
als
o ca
me.
4.
One
day
, we
took
the
tra
in t
o Fa
irban
ks
Ala
ska.
5.
I ate
cho
cola
te
cov
ered
pea
nuts
on
the
trai
n.
6.
I s
aw th
ese
anim
als
from
the
trai
n a
moo
se, a
bea
r, an
d a
fox.
7.
The
trai
n ar
rived
in t
he F
airb
anks
sta
tion
at 7
3
0 P.
M.
8.
My
trip
end
ed o
n A
ugus
t 20
2
006.
Rew
rite
eac
h s
ente
nce
. Co
rrec
tly
wri
te e
ach
tit
le.
9.
John
Mui
r w
rote
a b
ook
calle
d Th
e St
ory
of M
y Bo
yhoo
d an
d Yo
uth.
10.
Ala
ska’
s Fl
ag is
the
titl
e of
the
sta
te s
ong.
11.
My
mom
thi
nks
the
new
spap
er U
SA T
oday
is t
he b
est
new
spap
er.
12.
Hav
e yo
u se
en t
he m
ovie
101
Dal
mat
ians
?
13.
A y
oung
orp
han
take
s in
a s
tray
dog
in t
he p
lay
Ann
ie.
14.
Cha
rlott
e’s
Web
is m
y fa
vorit
e bo
ok.
John
Mui
r wro
te a
boo
k cal
led
The
Stor
y of M
y Boy
hood
and
You
th.
“Ala
ska’
s Fl
ag”
is th
e tit
le o
f the
sta
te s
ong.
My
mom
thin
ks th
e ne
wsp
aper
USA
Tod
ay is
the
best
new
spap
er.
Have
you
see
n th
e m
ovie
101
Dal
mat
ians
?
A yo
ung
orph
an ta
kes
in a
stra
y do
g in
the
play
Ann
ie.
Char
lotte
’s W
eb is
my
favo
rite
book
.
com
ma
colo
nhy
phen co
mm
ahy
phen
colo
nco
lon
com
ma
,:
-,
-:
:,
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mm
ar P
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arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
ePu
nct
uat
ion
Less
on
29
If t
he
use
of
quo
tati
on
mar
ks is
co
rrec
t, w
rite
cor
rect
. If
the
use
of
quo
tati
on
mar
ks is
inco
rrec
t, w
rite
inco
rrec
t.
1.
“Wha
t do
you
kno
w a
bout
Ala
ska?
ask
ed P
hilip
.”
2.
“I k
now
it b
ecam
e th
e fo
rty-
nint
h st
ate
in 1
959,
” an
swer
ed D
rea.
3.
Sam
uel s
aid,
“Is
n’t
Ala
ska
the
larg
est
stat
e?
4.
It’s
tw
ice
the
size
of T
exas
! exc
laim
ed R
aoul
.
5.
The
larg
est
city
is A
ncho
rage
, “sa
id A
nna.
”
Rew
rite
eac
h s
ente
nce
. Ad
d q
uota
tio
n m
arks
an
d c
om
mas
wh
ere
they
are
nee
ded
.
6.
Hav
e yo
u he
ard
of M
t. M
cKin
ley?
ask
ed Y
etta
.
7.
It is
the
hig
hest
poi
nt in
Nor
th A
mer
ica
said
Mar
vin.
8.
Win
sai
d, A
lask
a be
cam
e a
stat
e on
Janu
ary
3 19
59.
9.
The
stat
e flo
wer
is t
he fo
rget
-me-
not,
ann
ounc
ed Ja
y.
10.
Ala
ska
has
a lo
t of
oil
said
Pat
ik.
11.
Deb
bie
said
, Oil
is a
n im
por
tant
nat
ural
res
ourc
e.
12.
You
can
trav
el t
o Ju
neau
, Ala
ska,
onl
y by
boa
t or
by
pla
ne, s
aid
Zor
a.
“Hav
e yo
u he
ard
of M
t. M
cKin
ley?
” as
ked
Yetta
.
“It i
s th
e hi
ghes
t poi
nt in
Nor
th A
mer
ica,
” sa
id M
arvi
n.
Win
sai
d, “
Alas
ka b
ecam
e a
stat
e on
Jan
uary
3, 1
959.
”
“The
sta
te fl
ower
is th
e fo
rget
-me-
not,”
ann
ounc
ed J
ay.
“Ala
ska
has
a lo
t of o
il,”
said
Pat
ik.
Debb
ie s
aid,
“Oi
l is
an im
porta
nt n
atur
al re
sour
ce.”
“You
can
trav
el to
Jun
eau,
Ala
ska,
onl
y by
boa
t or b
y pl
ane,
” sa
id Z
ora.
inco
rrec
t
corr
ect
inco
rrec
tin
corr
ect
inco
rrec
t
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mm
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urt
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rade
4
Nam
e
Less
on
29
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
(1)
“O
n O
cto
ber
5 2
008,
th
ere
wil
l be
a p
erfo
rman
ce a
t A
nch
ora
ge
Ele
men
tary
Sch
oo
l, sa
id M
r. P
ears
on
, th
e p
rin
cip
al. (2
) Tel
l us
wh
at t
he
fou
rth
-
grad
e st
ud
ents
wil
l per
form
, sai
d M
r. C
lark
. (3) “
Th
e st
ud
ents
wil
l per
form
a
scen
e fr
om
th
e p
lay
Ou
r G
reat
Sta
te”
answ
ered
Mr.
Pea
rso
n. (4
) “W
hat
tim
e d
oes
the
pla
y st
art?
” as
ked
Ms.
Ker
t. (5
) “Th
e
pla
y st
arts
at
800
p.m
. sai
d t
he
pri
nci
pal
.”
1.
Whi
ch s
ente
nce
is N
OT
mis
sing
a
com
ma?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 5
2.
Whi
ch s
ente
nce
is m
issi
ng a
col
on?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 4
DSe
nten
ce 5
3.
Whi
ch o
f the
follo
win
g sh
ould
be
unde
rline
d?
AA
ncho
rage
Ele
men
tary
Sch
ool
(Sen
tenc
e 1)
BPr
inci
pal
Pea
rson
(Se
nten
ce 1
)
CO
ur G
reat
Sta
te (
Sent
ence
3)
DM
s. K
ert
(Sen
tenc
e 4)
4.
Whi
ch s
ente
nce
has
no e
rror
s?
ASe
nten
ce 1
BSe
nten
ce 3
CSe
nten
ce 4
DSe
nten
ce 5
5.
Whe
re s
houl
d q
uota
tion
mar
ks b
e
adde
d in
Sen
tenc
e 2?
Abe
fore
Tell
and
afte
r pe
rfor
m,
Bbe
fore
Tell
and
afte
r C
lark
.
Cbe
fore
Tell
Daf
ter
Cla
rk.
6.
Whi
ch is
the
nam
e of
the
pun
ctua
tion
mar
k be
twee
n th
e
wor
dsfo
urth
and
gra
dein
Sent
ence
2?
Aco
mm
a
Bq
uota
tion
mar
k
Chy
phe
n
Dco
lon
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
105
Gra
mm
ar P
ract
ice
Bo
ok
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/06
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:16
AM
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arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e Pu
nct
uat
ion
Less
on
29
Rew
rite
eac
h s
ente
nce
. Cor
rect
an
y m
ista
kes
in p
unct
uati
on.
1.
The
book
Old
Yel
ler
is a
bout
a d
og a
nd a
boy
.
2.
The
sett
ing
of t
he s
tory
is S
alt
Lick
Tex
as.
3.
I lik
e th
at s
tory
a lo
t sa
ys D
aisy
.
4.
Erne
sto
says
The
mov
ie L
assi
e is
bet
ter.
5.
I tak
e th
ree
thin
gs t
o th
e p
ark
my
ball
my
bat
and
my
jack
et.
6.
Wha
t ar
e yo
u re
adin
g as
ks F
letc
her.
7.
He
is r
eadi
ng T
he M
ouse
and
the
Mot
orcy
cle.
8.
Edie
sin
gs T
his
Land
Is Y
our
Land
with
me.
9.
Kaia
’s m
othe
r is
thi
rty
seve
n ye
ars
old.
10.
Jam
es s
ays
My
dog
is t
he b
est
dog
in t
he w
orld
!
The
book
Old
Yel
ler i
s ab
out a
dog
and
a b
oy.
The
setti
ng o
f the
sto
ry is
Sal
t Lic
k, T
exas
.
“I li
ke th
at s
tory
a lo
t,” s
ays
Dais
y.
Erne
sto
says
, “Th
e m
ovie
Las
sie
is b
ette
r.”
I tak
e th
ree
thin
gs to
the
park
: my
ball,
my
bat,
and
my
jack
et.
“Wha
t are
you
read
ing?
” as
ks F
letc
her.
He is
read
ing
The
Mou
se a
nd th
e M
otor
cycl
e.
Edie
sin
gs “
This
Lan
d is
You
r Lan
d” w
ith m
e.
Kaia
’s m
othe
r is
thirt
y-se
ven
year
s ol
d.
Jam
es s
ays,
“M
y do
g is
the
best
dog
in th
e w
orld
!”
106
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mm
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ice
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:48:
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arco
urt
• G
rade
4
Nam
e
Less
on
30
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1)
Las
t ye
ar G
ran
dm
a an
d I
mo
ved
to
a n
ew t
ow
n. (2
) We
had
tho
ugh
t th
at w
e w
ou
ld n
ot
kn
ow
an
yon
e th
ere,
bu
t w
e d
id! (3
) Th
e
Pat
ters
on
s, f
rien
ds
fro
m o
ur
old
nei
gh
bo
rho
od
, bro
ug
ht
us
bro
wn
ies
wh
en w
e m
ove
d in
. (4) Th
ey
’re
ho
use
was
nex
t d
oo
r. (5
) Pat
ty P
atte
rso
n
said
th
at w
e w
ill g
o t
o t
he
sam
e sc
ho
ol.
(6) I
ts s
o n
ice
to h
ave
frie
nd
s!
1.
Whi
ch s
ente
nce
has
help
ing
verb
s?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
3
D
Sent
ence
6
2.
Whi
ch is
the
con
trac
tion
for
the
wor
d p
air
wou
ld n
ot in
Sen
tenc
e 2?
A
wou
ldn’
t
B
won
’t
C
wer
en’t
D
was
n’t
3.
Of w
hich
ver
b is
bro
ught
(Se
nten
ce
3) t
he p
ast-
tens
e fo
rm?
A
begi
n
B
be
C
brin
g
D
bris
tle
4.
Whi
ch s
ente
nce
inco
rrec
tly u
ses
a
pos
sess
ive
pro
noun
whe
re t
here
shou
ld b
e a
cont
ract
ion?
A
Sent
ence
3
B
Sent
ence
4
C
Sent
ence
5
D
Sent
ence
6
5.
Whi
ch s
ente
nce
inco
rrec
tly u
ses
a
cont
ract
ion
whe
re t
here
sho
uld
be
a p
osse
ssiv
e p
rono
un?
A
Sent
ence
2
B
Sent
ence
4
C
Sent
ence
5
D
Sent
ence
6
6.
Whi
ch v
erb
is t
he p
ast-
tens
e fo
rm
of t
he v
erb
thin
k?
A
thou
ght
(Sen
tenc
e 2)
B
brou
ght
(Sen
tenc
e 3)
C
was
(Se
nten
ce 4
)
D
said
(Se
nten
ce 5
)
Gra
mm
ar–W
riti
ng
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on
107
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56 Student Edition pp. 106–107
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© H
arco
urt
• G
rade
4
© H
arco
urt
• G
rade
4
Nam
e
Less
on
30
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
the
que
stio
ns
that
fo
llow
.
(1)
Fir
st p
rize
fo
r th
e B
oo
k R
epo
rt F
air
go
es t
o S
hel
ly K
ing
an
no
un
ced
Mr.
Lan
gley
. (2) “
Her
rep
ort
on
Sh
ipw
reck
at
the
Bo
tto
m o
f th
e W
orl
d
was
th
e b
est
of
all,
sai
d M
s. W
inst
on
. (3) I
th
ink
I w
ork
ed h
ard
er t
han
Sh
elly
did
,” s
aid
Eva
n. (4
) “C
om
e q
uic
kly
to
get
yo
ur
rib
bo
n, S
hel
ly!”
call
ed o
ut
Mr.
Lan
gley
. (5) S
hel
ly w
as n
ot
no
wh
ere
to b
e fo
un
d. (6
) “C
an I
hav
e th
e p
rize
, th
en?”
Eva
n a
sked
ho
pef
ull
y.
1.
Whi
ch s
ente
nce
is m
issi
ng a
com
ma?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
3
D
Sent
ence
5
2.
Whi
ch s
ente
nce
has
a do
uble
nega
tive?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
3
D
Sent
ence
5
3.
Whi
ch is
NO
T an
adv
erb?
A
fi rst
(Se
nten
ce 1
)
B
hard
er (
Sent
ence
3)
C
qui
ckly
(Se
nten
ce 4
)
D
hop
eful
ly (
Sent
ence
6)
4.
Whi
ch s
ente
nce
is N
OT
mis
sing
one
or m
ore
quo
tatio
n m
arks
?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
3
D
Sent
ence
4
5.
Whi
ch s
houl
d be
und
erlin
ed?
A
Book
Rep
ort
Fair
(Sen
tenc
e 1)
B
Shel
ly K
ing
(Sen
tenc
e 1)
C
Ship
wre
ck a
t th
e Bo
ttom
of t
he
Wor
ld (
Sent
ence
2)
D
Mr.
Lang
ley
(Sen
tenc
e 4)
6.
Whi
ch s
ente
nce
com
par
es t
wo
actio
ns?
A
Sent
ence
1
B
Sent
ence
2
C
Sent
ence
3
D
Sent
ence
4
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mm
ar–W
riti
ng
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nn
ecti
on
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mm
ar P
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ice
Bo
ok
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57 Student Edition p. 108
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