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Teaching Grammar and

Mechanics Interactive NotebookGrade 7

Aligned to the Common Core

©2017 Pennington Publishing penningtonpublishing.com 1

Table of Contents: Spelling Rules and Parts of Speech Review Unit

Program Scope and Instructional Sequence, FAQs, Materials Preparation, Directions Pages 1−12for Interactive Instruction, Grammar and Mechanics Unit Tests, Directions for Individualized Assessment-based Instruction, Summative Assessment, Terms of Use

Interactive Notebook Spelling Rules and Parts of Speech Review Unit Lessons 1−8 Pages 13−61

Cornell Notes Student Page with mechanics and grammar lesson, including onlineresources

Cornell Notes Teacher Page (with examples) Practice and Sentence Dictations Student Page Practice and Sentence Dictations Teacher Page (with answers) Grammar Response, Writing Application, and 3D Graphic Organizer Student Page Grammar Response, Writing Application, and 3D Graphic Organizer Teacher Page

(with answers, 3D Graphic Organizer Directions, and Photograph of Completed3D Graphic Organizer

Grammar and Mechanics Unit Tests and Answers Pages 62−65

Diagnostic Grammar and Usage, Mechanics, and Spelling Assessments Pages 66−82and Progress Monitoring Mastery Matrices (Administered Following Lesson 8)

Individualized Assessment-based Instruction: Pages 83−96Grammar and Mechanics Worksheets (Parts of Speech) and Answers

Individualized Assessment-based Instruction: Pages 97−120Spelling Pattern Worksheets and Answers

Common Core State Standards Alignment Documents Pages 121−124

Program Scope and Instructional Sequence

The Spelling Rules and Parts of Speech Review Unit includes the first 8 lessons of the 64 lessons in theTeaching Grammar and Mechanics Interactive Notebook.. The balance of the lessons will be completed by August 2017 in time for the 2017-2018 school year. Your purchase will guarantee a special discounted price for the full-year curriculum upon release. Please follow me on TpT to receive updates, notifications, and the special discount pricing.

The following Program Scope and Instructional Sequence for the 64 lessons is provided to demonstrate the rigor and breadth of the full-year Teaching Grammar and Mechanics Interactive Notebook. program.

The complete Teaching Grammar and Mechanics Interactive Notebook will include assessment-based worksheets for each corresponding item on the diagnostic grammar and usage, mechanics, and spelling pattern assessments.

Teaching Grammar and Mechanics Interactive Notebook Grade 7

Lesson

1234

5678

91011

12

13141516

17181920

21222324

Mechanics

The i before e Spelling RuleThe Final y Spelling RuleThe Silent e Spelling RuleThe Double the Consonant Spelling Rule

Unit Test

The Ending “an” or “en” Spelling RuleThe “able” or “ible” Spelling RuleThe Ending “ion” Spelling RuleThe Plurals Spelling Rule

Unit Test and Diagnostic Assessments

Additional Lessons to be Released in Subsequent Units of the Teaching Grammar and Mechanics Interactive Notebook

Periods in TimePeriods in Names, Abbreviations, and AcronymsPeriods in Indirect Questions and Intentional FragmentsPeriods in Alphanumeric Outlines

Unit Test

*Semicolons with PhrasesApostrophes for Singular Possessive NounsApostrophes for Plural Possessive NounsApostrophes for Possessive Compound Subjects and Objects

Unit Test

Apostrophes in ContractionsComma MisuseCommas for DatesCommas and Colons for Letters

Unit Test

Commas in AddressesCommas for NamesCommas for Geographical PlacesCommas for Tag Questions

Unit Test

Grammar and Usage

Proper Nouns ReviewCommon Nouns ReviewPronouns ReviewAdjectives Review

Verbs ReviewAdverbs ReviewConjunctions ReviewPrepositions Review

Proper Nouns Common NounsVerbs

Verb Tense

Subject Case PronounsObject Case PronounsPossessive Case PronounsAdjectives

Demonstrative AdjectivesAdverbsCoordinating ConjunctionsCorrelative Conjunctions

Subordinating Conjunctions**Prepositional PhrasesSubjects and PredicatesDirect Objects



* Denotes Introductory Standard for grade level. ** Denotes Language Progressive Skill.

Lesson

252627

28

29303132

33

343536

3738

3940

Mechanics

Commas for Beginning Direct SpeechCommas for Ending Direct SpeechCommas for Middle Direct Speech

Commas in a Series

Unit Test

Commas after Introductory Words and PhrasesCommas after Introductory ClausesCommas to Set off InterjectionsCommas and Quotation Marks with Speaker Tags

Unit Test

Commas before Conjunctions in Compound SentencesCommas with Phrases in a SeriesCommas in Complex Sentences*Commas with Coordinate Adjectives

Unit Test

Commas with Hierarchical AdjectivesCommas with Nonrestrictive Clauses

Punctuation in Restrictive ClausesDialogue and Direct Quotations

Unit Test

Grammar and Usage

*Indirect ObjectsPhrases and Clauses**Fragments, Interjections, and Run-onsSentence Forms: Simple, Compound, Complex, and Compound-complex

*Compound-complex Sentences

Types of Sentences**Noun Phrases**Noun Clauses

Indefinite Pronouns

Interrogative PronounsDemonstrative PronounsReflexive Pronouns

Intensive Pronouns*Nonrestrictive Clauses and Relative Pronouns*Restrictive ClausesReciprocal Pronouns




Lesson

41424344

45

46

47

48

49

505152

53

5455

56

Mechanics

Punctuation of Direct QuotationsIn-text Citations and Indirect Quotations*Quotations within QuotationsMLA Works Cited Page

Unit Test

Italics and Underlining: Book, Website, Newspaper, and Magazine TitlesItalics and Underlining: Play, Television Show, Movie, and Works of Art TitlesQuotation Marks: Song, Poem, and Book Chapter TitlesQuotation Marks: Newspaper, Magazine, and Blog Article Titles

Unit Test

Quotation Marks: Short Story and Document TitlesCapitalization of Named People and PlacesCapitalization of Named Things and ProductsCapitalization of Holidays and Dates

Unit Test

Capitalization of Special Events and Historical PeriodsCapitalization of Organizations and BusinessesCapitalization of Languages, Dialects, and People GroupsQuestion Marks

Unit Test

Grammar and Usage

**Pronoun Antecedents**Pronoun Number and Person Shifts**Vague Pronoun References**Adjectival Phrases

*Predicate Adjectives

Short Comparative Modifiers

Long Comparative Modifiers

Short Superlative Modifiers

Long Superlative Modifiers

**Misplaced Modifiers**Dangling ModifiersVerb Phrases

**Singular Subject-Verb Agreement

**Plural Subject-Verb Agreement**Shifts in Verb Tenses

Progressive Verb Tense




Lesson

5758

5960

616263

64

Mechanics

Exclamation Points*Colons to Show Relationships between Clauses and Sentences*Parentheses with Complete SentencesDashes to Indicate Relationships

Unit Test

BracketsHyphens and Compound AdverbsSlashes

Numbers

Unit Test

Summative Assessment in Grammar, Usage, Mechanics, and Spelling

Grammar and Usage

Perfect Verb Tense**Adverbial Clauses

Adverb Order**Non-standard English Deletions

**Non-standard English Additions**Non-standard English Substitutions**Non-Standard English Commonly Misused Words**Non-Standard English Commonly Misused Words




FAQs


√ When will the rest of the 64 lessons be released? Sign up for my weekly newsletter here to get the release dates for each instructional unit and special discounts. The entire Teaching Grammar and Mechanics Interactive Notebook (INB) will be completed by August 2017.

√ Do the Teaching Grammar and Mechanics Interactive Notebook (INB) lessons address all of the grade-level Common Core Language Standards (L. 1, 2) and the Progressive Language Skills? Yes. Please see the alignment documents at the end of this book. However, for non-Common Core states and schools, the Standards are not listed on the individual lessons. Teachers can list the Standards, or the essential question, behavioral objective, Depth of Knowledge level, lesson topics, learning goals, I Can statements, etc. for students to write in the FOCUS section of each INB lesson.

√ How long do the INB lessons take? About an hour. Many teachers choose to divide each lesson into two half-hour segments and teach four times per week. Two lessons per week will cover all grade-level Standards.

√ Are these 4, 5, 6, 7, and 8 grade level programs truly grade-leveled? Yes, the programs are different and grade-specific. Take a look at the table of contents for each of the grades 4, 5, 6, 7, and 8 programs to compare. Of course the language of instruction is the same and many lesson components and worksheets are repeated because the Language Standards repeat with the Progressive Language Skills Standards. The font size and line spacing differ as do the 3D graphic organizers. Each program is age appropriate and the lessons have been field tested in grades 4, 5, 6, 7, and 8 classrooms.

√ Just how rigorous and complete are these INB programs? These are, by far, the most rigorous and comprehensive INB grades 4, 5, 6, 7, and 8 programs: Each one-hour lesson is designed in Cornell Notes format with relevant online resources to reinforce each lesson component. Lessons include practice sentences, sentence dictations to determine lesson mastery, a grammar cartoon response, and a writing application. That’s grammar and mechanics taught in the reading and writing contexts. Both student and teacher lesson pages are provided.

√ Are answers provided for EVERYTHING in this program, including the lessons, worksheets, and unit tests? Yes, except for individual writing application responses, which will vary. This program is user-friendly.

√ Are there resources for my students who are below grade level? For my EL students? For my special edstudents? What about students who still fail to master the lesson components tested in the formative assessment sentence dictations? Is there additional help? Yes! The program includes 3 complete diagnostic assessments to be administered after completing the Spelling Rules and Parts of Speech Unit . Each test item has a corresponding remedial grammar, usage, mechanics, and spelling worksheet.* All worksheets have targeted practice and formative assessments. Students complete their assigned worksheets according to the results of the diagnostic assessments. The program resources of the Teaching Grammar and Mechanics Interactive Notebook (INB) will help your students “catch up while they keep up” with grade-level instruction. Perfect for diverse learners!

*Relevant worksheets are included with each instructional unit. For example, the Spelling Rules and Parts of Speech Unit provides 8 parts of speech and 20 spelling worksheets.

FAQs


√ Just how messy is this INB program? How much class time is wasted cutting, coloring, and pasting or taping n this INB program? Teachers like neat classrooms. Every effort has been made to minimize cutting, pasting or taping, and left-over scraps of trash. Unlike other INB programs, students don’t have to copy down huge chunks of the lesson. Students only copy the examples and spend their time interacting with their notes, and practicing in the reading and writing contexts.

√ How much prep and correction does this program take? Prep consists of copying three INB lesson pages for each student and the remedial Grammar and Mechanics and Spelling Pattern Worksheets for individualized assessment-based instruction. The teacher pages may be displayed from the computer or copied for the projector/document camera.

All INB lesson correction is completed by student self-correcting and editing. Students also self-correct and edit the remedial worksheets from the Answer Booklets. Students learn by correcting their own mistakes. Teachers correct only the formative assessment sentence(s) included on the individualized assessment-based worksheets during mini-conferences with students. Teachers should collect the INBs every few weeks to skim grade for neatness and completeness.

√ So there are diagnostic assessments and formative (embedded) assessments in each lesson and in the individualized assessment-based worksheets … Are there unit tests? Is there a summative program assessment? Yes. The biweekly unit tests consist of definition, identification, and writing application and take only about 15 − 20 minutes to complete. More time teaching and less time testing! For the summative program assessment, simply administer the diagnostic assessments again at the end of the year and compare the results. Share the progress with students, parents, and the next year’s teacher. The data will convince that teacher to purchase the next grade level Teaching Grammar and Mechanics Interactive Notebook to continue seamless instruction in the next year’s grade-level INB.

√ Do I have to create my own INB to model for students and for absent student make-ups? No, it’s all done for you. Just place the teacher pages in a binder for absent students to reference.

√ Why aren’t there vocabulary lessons or spelling tests in this book? Many teachers use district adopted vocabulary and spelling curriculum for the L. 2, 3, 4, 5, and 6 Standards. Pennington Publishing does offer the grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkit and the grades 4, 5, 6, 7, and 8 Differentiated Spelling Instruction programs here on TpT and at penningtonpublishing.com.

√ Who is the amazing cartoonist? David Rickert. Check out David’s site at http://davidrickert.com/ and our Sam and Friends Phonics Books, which feature David’s cartoons in 54 eight-page take home decodables: the perfect resource to complement my Teaching Reading Strategies reading intervention program.

√ Where did you get such fantastic 3D Graphic Organizers? These programs use and credit the best 3D Graphic Organizers: Tangstar.

√ How is the author’s Teaching Grammar and Mechanics program (sold here on TpT and on penningtonpublishing.com) different than this Teaching Grammar and Mechanics Interactive Notebook program? Some teachers prefer a more traditional grammar and mechanics program which takes a bit less class time and mess than an INB program. The one volume, non-grade-leveled Teaching Grammar and Mechanics program is suitable for grades 6−10 (written at the ifth grade reading level) and covers grades 2−10 Language and the Progressive Language Skills Standards. The program also includes simple sentence diagrams, and mentor texts. Yes, it includes David Rickert’s grammar cartoons.

Materials Preparation


Copy the three student lesson pages for each lesson and the biweekly unit tests for all students. Students will complete four lessons before taking the biweekly unit test.

After administering the grammar and usage, mechanics, and spelling patterns assessments following completion of the eight-lesson Spelling Rules and Parts of Speech Unit, record student names and slashes to indicate unmastered grammar, usage, mechanics, and spelling skills on the recording matrices. Total the number of unmastered skills for each assessment item and copy the number of assessment-based worksheets. Place the worksheets in accessible files for students.

Copy the worksheet answers and create Answer Booklets. I recommend six Answer Booklets per classroom so that students will not have to wait to grade their individualized worksheets.

Composition books or spiral notebooks. Grades 4 and 5 teachers will prefer wide ruled, while grades 6, 7, and 8 will prefer college ruled spacing.

School glue, glue sticks, or tape. Most teachers suggest using name brand white glue and instruct students to use small dots, rather than glue squiggle lines for pasting. Tape also works well.

Scissors.

Colored pencils, crayons, and/or highlighters.

Rulers to align the 3D graphic organizers properly and crease the folds.

Decide whether you will have students cut out and paste (or tape) the “input” page (the Cornell notes) on the right or left page of the INB and the “output” page (the grammar cartoon/response and the writing application) on the opposite. The traditional INB format is “input” on the right and “output” on the left.

Directions for Interactive Instruction


1. Students pick up their copies of the student lesson, composition or spiral notebooks, glue or tape, scissors, colored pencils, crayons, and/or highlighters, etc.

2. Type or write the FOCUS on the Cornell notes teacher page. Options: the essential question, behavioral objective, Standard, Depth of Knowledge level, lesson topics, learning goals, I Can statements, etc.

3. Display, read, and explain the mechanics and grammar lessons on the teacher “input” page (the Cornell notes), and direct students to write the examples in red (formatted for display) on their student “input” pages (the Cornell notes) as you teach. Check out the online links and resources listed in the left column to see if you want to use these as part of the lesson.

4. Students write marginal annotations to respond to their notes in the left column of the student “input” pages, titled “Links and Response.” Options: main ideas, comments, questions, or connections to related mechanics or grammar content, skills, or rules, or any additional content from the left column of the teacher “input” page, titled “Links and Resources.” The online links are listed on both the teacher and student pages.

5. Students write a brief SUMMARY/REFLECTION for both the mechanics and grammar lessons.

6. Students complete the practice sentences. The focus is on applying what has been learned in each lesson.

7. Display the Practice answers in red (formatted for display). Direct students to self-correct and edit. Many teachers will choose to award points for this activity, e.g. one point for each correct practice sentence.

8. Read the Sentence Dictations and direct students to write each correctly, revising as needed.

9. Display the Sentence Dictation answers in red (formatted for display). Direct students to self-correct and edit. Many teachers will choose to award points for this activity, e.g. one point for each correct sentence dictation. Ask students how many got each sentence correct as the Sentence Dictations serve as the lesson formative assessments. If students are successful, move on; however, if students require re-teaching, add a few more practice sentences of your own to address the deficits. Note that following the Spelling and Parts of Speech Review Unit, students will take diagnostic assessments covering each spelling rule and part of speech. Individual students who still fail to achieve mastery will be assigned corresponding remedial worksheets to individualize instruction.

10. Students study the cartoon and complete both the Grammar Response and Writing Application sentences on the second student “output” page.

11. Display the grammar cartoon on the teacher “output” page and read the comment bubble(s) and caption. Direct students to self-correct and edit from the Cartoon Response answers in red (formatted for display). Teachers may choose to award points for correct answers. Teachers call on students to share their Writing Application sentences (answers vary) and may choose to award points for completion of the writing task.

12. Students cut out and paste or tape the “input” page (the Cornell notes) at the top and along the left edge of the notebook page. Students cut out and paste or tape the “output” cartoon, Grammar Response, and Writing Application as one rectangle at the top and along the left edge of the opposite notebook page.

13. Students label, color, cut, and paste or tape the 3D GO as the directions specify on the teacher page photographs of the completed 3D GO. Students return materials and clean up.

The Grammar and Mechanics Unit Tests


The Grammar and Mechanics Unit Tests have been designed to take only 15−20 minutes for most students to complete. More time teaching and less time testing! Teachers may elect to give the unit tests every four weeks by combining two of each test to assess mastery of eight lessons.

Some teachers choose to allow students to use their interactive notebooks on the test. If choosing this option, teachers should require students to provide their own examples for the sentence application.

Each Grammar and Mechanics Unit Test has eight matching questions: two from each mechanics and two from each grammar lesson. Students are required to define terms and identify examples. Following are eight writing applications for the grades 6, 7, and 8 programs and six for the grades 4 and 5 programs. Students are required to apply their understanding of the mechanics and grammar content, skills, or rules in the writing context through original sentence applications or revisions. Test answers for each matching section are provided at the end of the unit tests.

Directions for Individualized Assessment-based Instruction

The Teaching Grammar and Mechanics Interactive Notebook also provides the resources for you to help your students “catch up while they keep up” with grade-level instruction. After all, not all of your students have mastered previous grade-level Standards.

1. Administer the Diagnostic Grammar and Usage Assessment, the Diagnostic Mechanics Assessment, and the Diagnostic Spelling Assessment following the eight lesson review unit. Correct and record the results on mastery matrices per the assessment directions. Mark a “/ “for each error in the student’s row on the matrix and assign that worksheet for remediation.

2. Count the numbers of the un-mastered assessment items and copy that number of Grammar and Mechanics Worksheets and Spelling Pattern Worksheets. Prepare and label hanging folders for each of the worksheets and file the worksheets in a file cabinet or box for easy student access.

3. Post the recording matrices on the wall with data listed by student names or student identification numbers. Direct students to reference the class mastery matrices and select one of their un-mastered worksheets. Tell students to begin with the lower numbered worksheets on the matrices and to complete only those worksheets indicated by slashes “/”. Tell them that they have already mastered those language convention components left blanks without slashes.

4. When a student has completed all sections of the worksheet, except for the WRITE section (the formative assessment), the student uses the “Answer Booklet” to self-correct and edit in a colored pencil or pen. Remind students that they will often learn from their own mistakes when they identify and correct them.

5. Next, the student completes the WRITE section and comes up to your desk to mini-conference with you for thirty seconds to review the worksheet.

6. If the student has self-corrected and edited the PRACTICE section and "passed" the WRITE formative assessment, change the slash “/” into an “X” for mastery on the appropriate box on the matrix and record an A on the student’s worksheet. Convert the A to points if you use a point system for grading.

7. If the student did not master the content, skill, or rule on the formative assessment, re-teach during the mini-conference. Then direct the student to re-do the formative assessments and return for re-correction.

Helpful Hints for Individualized Assessment-based Instruction


Mastery criteria on the WRITE formative assessment are decided by the teacher. If the student has followed directions and correctly applied the content, skill, or rule in the formative assessment, the student has achieved mastery. Note that a student can miss items within the PRACTICE section and still achieve mastery. Students often learn from their mistakes!

Post the recording matrices on the wall with data listed by student names or student identification numbers. Teachers may choose to allow students to use pencil to change the slash “/” into an “X” for mastery on the appropriate box on the matrix. Students love to do this.

Limit the length of your mini-conference line to three students. Waiting students can sign up for their places in line on the board and then work on their next worksheet until their turn arrives to conference.

Set an expectation as to how many Grammar and Mechanics Worksheets and Spelling Pattern Worksheets must be completed per week.

Summative Assessment

Simply administer the diagnostic assessments again at the end of the year and compare the results. Share the progress with students, parents, and the next year’s teacher. The data will convince that teacher to purchase the next grade level Teaching Grammar and Mechanics Interactive Notebook to continue seamless instruction in the next year’s grade-level Standards.

Terms of Use


Thank you for purchasing the Teaching Grammar and Mechanics Interactive Notebook Grade 7 Spelling Rules and Parts of Speech Review Unit. I hope you and your students will find this resource to be helpful. Please let me know if you have any questions, suggestions, or concerns. My email address is [email protected].

If you would like to receive our weekly Pennington Publishing Newsletter, just email me with “Subscribe” in the subject line. We send out plenty of free resources, updates, and special discount codes. Please do.

Check out our other fine ELA and reading intervention products at penningtonpublishing.com and my blog at http://blog.penningtonpublishing.com/.

Your purchase of the Teaching Grammar and Mechanics Interactive Notebook Spelling Rules and Parts of Speech Review Unit entitles you to single teacher use only. Please be respectful of my work and don’t share with colleagues or post any part online. We do offer multiple user licenses at discounted prices.

All rights reserved Pennington Publishing © 2017. Permission is hereby granted to the individual purchaser to reproduce student materials in this book for noncommercial use only. Other than the heretofore specified limited permission for reproduction, the text of this publication, or any part thereof, may not be reproduced or transmitted in any form or by any means, electronics or mechanical, including photocopying, recording, storage in an information retrieval system, or otherwise, without prior written permission of the publisher.

The Publisher makes no representation or warranties of any kind, including but not limited to, the warranties of fitness for particular purpose or merchantability, nor are any such representations implied with respect to the material set forth herein, and the publisher takes no responsibility with respect to such material. The publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or part, for the readers’ or students’ reliance upon, this material.

Portions of this book have been previously published in Teaching Grammar and Mechanics © 2003, 2011 Pennington Publishing and Teaching the Language Strand Grades 4, 5, 6, 7, and 8 © 2013 and © 2014 Pennington Publishing.

Mark Pennington

Parts of Speech Song: Highlight the key words after completing the INB lesson.A proper noun is capitalized and gives a name to a person, place, or thing.A common noun can have an article before an idea, person, place, or thing.A pronoun is used to take a noun’s place in the subject, possessive, or object case.An adjective modifies a noun with Which One, How Many, or What Kind.A verb can mentally or physically act or states what a subject is to be.An adverb modifies an adjective, adverb, or verb with What Degree, How, Where, or When.A conjunction joins words, phrases, or clauses to coordinate, correlate, or subordinate.A preposition shows a relationship to an object at the end of a phrase.An interjection is a sentence fragment used to show emotion.

Spelling Rules: Highlight the examples after completing the INB lesson.1. The i before e RuleUsually spell i before e (believe), but spell e before i after a c (receive) and when the letters are pronounced as a long /a/ sound (neighbor).2. The Final y RuleKeep the y when adding an ending suffix if the word ends in a vowel, then a y (delay-delayed), or if the suffix begins with an i (copy-copying). Change the y to i when adding a suffix if the word ends in a consonant, then a y (pretty-prettiest).3. The Silent e RuleDrop the e (have-having) when adding an ending suffix if the suffix begins with a vowel. Keep the e (close-closely) when the suffix begins with a consonant. Also keep the e when the root has a soft /c/ or /g/ sound, then an “ous” or “able” (peaceable, gorgeous), or if it ends in “ye”, “ye”, or “oe” (eyeing, freedom, shoeing).4. The Double the Consonant RuleDouble the last consonant, when adding on an ending suffix (permitted) if 1. the last syllable of the root has the accent (per / mít) 2. the root ends in a vowel, then a consonant (permit) 3. and the suffix you add begins with a vowel (ed).5. The Ending “an” or “en” RuleEnd a word with “ance”, “ancy”, or “ant” if the root before has a hard /c/ or /g/ sound (vacancy, arrogance) or if the root ends with “ear” or “ure” (clearance, insurance). End a word with “ence”, “ency”, or “ent” if the root before has a soft /c/ or /g/ sound (magnificent, emergency), after “id” (residence), or if the root ends with “ere” (reverence).6. The “able” or “ible” RuleEnd a word with “able” if the root before has a hard /c/ or /g/ sound (despicable, navigable), after a complete root word (teachable), or after a silent e (likeable). End a word with “ible” if the root has a soft /c/ or /g/ sound (reducible, legible), after an “ss” (admissible), or after an incomplete root word (audible).7. The Ending “ion” RuleSpell “sion” for the or the final /shun/ sound if after an l or s (expulsion, compassion) or the final /zyun/ sound (illusion) . Spell “cian” for a person (musician) and “tion” (condition) in most all other cases.8. The Plurals RuleSpell plural nouns with an s (dogs), even those that end in y (days) or those that end in a vowel, then an o(stereos). Spell “es” after the sounds of /s/, /x/, /z/, /ch/, or /sh/ (boxes) or after a consonant, then an o(potatoes). Change the y to i and add “es” when the word ends in a consonant, then a y (ferries). Change the “fe” or “lf” ending to “ves” (knife-knives, shelf-shelves).

©2017 Pennington Publishing penningtonpublishing.com First Page of the INB 13

Spelling Rules and Parts of Speech Review Unit

FOCUS.

Links and Response Mechanics Notes.Listen to the i before e song at http://bit.ly/2c8afAb.

i before e Song(to the tune of “Rig ‘a Jig Jig”)

Spell i before e ‘cause that’s the ruleRig-a-jig-jig and away we go,that we learned back in school.Away we go, away we go!

Examples: _______________________________________________________________________

But e before i comes after c,Rig-a-jig-jig and away we go,

Examples: _______________________________________________________________________

and when you hear long /a/. Hey!Hi-ho, hi-ho, hi-ho.

Examples: _______________________________________________________________________

Links and Response Parts of Speech Notes.Check out the Parts of Speech Song to practice the definition of a proper nounat http://bit.ly/2ciSCMG.

A proper noun is the name of a person, place, or thing and must be capitalized. A proper noun may be a single word, a group of words (with or without abbreviations), or a hyphenated word.

Don’t capitalize the articles a, an, the or the coordinating conjunctions for, and, or in proper noun titles.

Examples

Person: __________________________________________________________________________

Person: __________________________________________________________________________

Person: __________________________________________________________________________

Place: ____________________________________________________________________________

Thing: ___________________________________________________________________________

SUMMARY/REFLECTION.

©2017 Pennington Publishing penningtonpublishing.com Lesson 1 14

FOCUS.

Links and Resources Mechanics Notes.Listen to the i before e song at http://bit.ly/2c8afAb.

The “ie” spelling can have the long /e/ sound as in chief or the long /i/ sound as in pie.

The “ei” spelling can have the long /e/ sound as in ceilingor the long /a/ sound as in eight.

Exceptions to the i before eSpelling Rule

caffeine, conscience, either, foreign, forfeit, height, neither, protein, seize, sheik, weird

i before e Song(to the tune of “Rig ‘a Jig Jig”)

Spell i before e ‘cause that’s the ruleRig-a-jig-jig and away we go,that we learned back in school.Away we go, away we go!

Examples: believe, dried

But e before i comes after c,Rig-a-jig-jig and away we go,

Examples: receive

and when you hear long /a/. Hey!Hi-ho, hi-ho, hi-ho.

Examples: weightLinks and Resources Parts of Speech Notes.

The parts of speech describethe function of words (the way they work) in a sentence.

Check out the Parts of Speech Song to practice the definition of a proper nounat http://bit.ly/2ciSCMG.

A proper noun is the name of a person, place, or thing and must be capitalized. A proper noun may be a single word, a group of words (with or without abbreviations), or a hyphenated word.

Don’t capitalize the articles a, an, the or the coordinating conjunctions for, and, or in proper noun titles.

Examples

Person: Mr. T.D. JonesPerson: Ms. Doe-ThomasPerson: Mack the KnifePlace: Rough and ReadyThing: Statue of Liberty

SUMMARY/REFLECTION.


Practice.1. Re-write these sentences correctly: How did you concieve the idea for your project?

It must have been a relief to finish it.

2. Re-write this sentence correctly: The surgeon found a small peice of glass in your friend’s

arm just above the vein.

3. Re-write this sentence correctly: I believe his niece had to forfiet her prize after

they found out she had cheated.

4. Re-write this sentence correctly: Her favorite candy was Mike And Ike, but I

preferred chocolates from S. W. Smith’s Candyland.

5. Identify the proper nouns in this sentence: Mrs. B.B. Jones-Johnson served as principal at

Jackman Middle School.

Proper Nouns:

6. Re-write this sentence correctly: Our W.e. B. (Where Everybody Belongs) club goes to

In and Out Burger every Friday Night.

Sentence Dictations.Mechanics:

Grammar and Usage:


Practice Answers

1. Re-write these sentences correctly:

How did you conceive the idea for your project?

It must have been a relief to finish it.2. Re-write this sentence correctly:

The surgeon found a small piece of glass in your friend’s

arm just above the vein.3. Re-write this sentence correctly:

I believe his niece had to forfeit her prize after

they found out she had cheated.4. Re-write this sentence correctly:

Her favorite candy was Mike and Ike, but I

preferred chocolates from S. W. Smith’s Candyland.5. Identify the proper nouns in this sentence:

Mrs. B. B. Jones-Johnson, Jackman Middle School

6. Re-write this sentence correctly:

Our W.E. B. (Where Everybody Belongs) club goes to

In and Out Burger every Friday Night.

Sentence Dictations.Mechanics: Write these sentences correctly:

The deceitful bride was such a fiend! She wore a thick veil to disguise the

fac t that she was not the woman the groom expected to marry.Grammar and Usage: Write this sentence correctly.

Joe Lemon-Hill participated in the Walk for Life fundraiser.


Cartoon Response.

Identify the proper nouns in the caption.fProper Nouns:f

Common Nouns:f

Writing Application..

Write a sentence or two, using all three typesfof proper nouns.f

Person

Place

Thing

i before e

e before i

e before i

THE RULE

except after c

except long /a/

Proper Nouns

A proper noun is capitalized and gives a name to a person, place, or thing.


Cartoon Response.

Identify the proper nouns in the caption.fProper Nouns: Katie, Deb ff

fgCommon Nouns: canoe, stream,ffpeace, quietf


Write a sentence or two, using all three typesfof proper nouns.f


Directions:1. Write examples under each of thepencils and flaps.2. Color according to the pattern.3. Cut the solid lines, fold at the dotted lines, and glue.

GLUE

GLUE

FOCUS.

Links and Response Mechanics Notes.Listen to the Hickory DickoryY song at http://bit.ly/2cvcZWl.

Hickory Dickory Y(to the tune of “Hickory Dickory Dock”)

If a root ends in a vowel and after that a y,Hickory, dickory dock. The mouse ran up the clock.just keep the y−and then said I, “Add on the suf ix to end.”The clock struck one−the mouse ran down.Hickory dickory dock.

Examples: _______________________________________________________________________

But if a consonant then a y should end a word,Hickory, dickory dock. The mouse ran up the clock.just change the y into an iThe clock struck two—the mouse ran down,except if the suffix has i.Hickory dickory dock.

Examples: _______________________________________________________________________

Links and Response Parts of Speech Notes.Check out the Parts of Speech Song to practice the definition of a common nounat http://bit.ly/29aK4EV.

A common noun is an idea, person, place, or thing. It can act or be acted upon and is capitalized only at the start of a sentence.

Examples

Idea: _____________________________________________________________________________

Person: __________________________________________________________________________

Place: ____________________________________________________________________________

Thing: ___________________________________________________________________________

Some common nouns are collective nouns and refer to a group of people, animals, or things. Collective nouns act as one unit and so match with singular verbs, such as “That class is noisy.”

Examples: _______________________________________________________________________

SUMMARY/REFLECTION.


FOCUS.

Links and Resources Mechanics Notes.Listen to the Hickory DickoryY song at http://bit.ly/2cvcZWl.

If the final y is accented, it has a long /i/ sound, such as in “cyclone.”

If the final y is not accented, it usually has the long /e/ sound, such as in “baby.”

Hickory Dickory Y(to the tune of “Hickory Dickory Dock”)

If a root ends in a vowel and after that a y,Hickory, dickory dock. The mouse ran up the clock.just keep the y−and then said I, “Add on the suf ix to end.”The clock struck one−the mouse ran down.Hickory dickory dock.

Examples: delay−delayedBut if a consonant then a y should end a word,Hickory, dickory dock. The mouse ran up the clock.just change the y into an iThe clock struck two—the mouse ran down,except if the suffix has i.Hickory dickory dock.

Examples: copy−copying, pretty−prettiestLinks and Resources Parts of Speech Notes.

Check out the Parts of Speech Song to practice the definition of a common nounat http://bit.ly/29aK4EV.

The articles are “a,” “an,” and “the.” The “a” is used before words beginning with consonants, such asin “a bear,” while the “an” is used before words beginning with vowels, such as “an apple.” “The” is more specific than “a” or “an.”

View the short video lesson on collective nouns at http://bit.ly/2chbE4I.

A common noun can have an article before an idea, person, place, or thing. Common nouns are usually less specific than proper nouns.

Examples

Idea: the peacePerson: an unclePlace: a schoolThing: the rocksSome common nouns are collective nouns and refer to a group of people, animals, or things. Collective nouns act as one unit and so match with singular verbs, such as “That class is noisy.”

Examples: class, team, family, public

SUMMARY/REFLECTION.


Practice.1. Re-write these sentences correctly: On the dog walk this afternoon, Fido kept straying off the

path into the blackberrys with his dog bone. He buried it somewhere.

2. Re-write these sentences correctly: Max emptied his glass of fruit punch and asked for more.

He said he would be partiing until we sent him home.

3. Re-write this sentence correctly: Their Science project was due at an end of this week.

4. Re-write these sentences correctly: The special needs child had an assistant to carry the supplies and

push an wheelchair. The entire English department help the child.

5. Identify the common nouns in this sentence: Her basic intelligence gave Marci an advantage over

many of her peers in the competition.

Common Nouns:

6. Identify the common nouns and collective common noun in this sentence: The pack of wolves gave

the injured bear no rest at all.

Common Nouns: Collective Common Noun:


Grammar and Usage:


Practice Answers


On the dog walk this afternoon, Fido kept straying off the

path into the blackberries with his dog bone. He buried it somewhere.


Max emptied his glass of fruit punch and asked for more.

He said he would be partying until we sent him home.3. Re-write this sentence correctly:

Their science project was due at the end of this week.


The special needs child had an assistant to carry the supplies and

push the wheelchair. The entire English department helps the child.5. Identify the common nouns in this sentence:

intelligence, advantage, peers, competition6. Identify the common nouns and collective common noun in this sentence:

Common Nouns: wolves, bear, rest Collective Common Noun: pack

Sentence Dictations.Mechanics: Write this sentence correctly.

I was terrified that she meant she would be ferrying us across that river.Grammar and Usage: Underline the common nouns after you write this sentence correctly: The

committee determine whether a asterisk should be placed next to the student’s name on the trophy.

The committee determines whether an asterisk should be placed next to

the student’s name on the trophy.


Cartoon Response.

Explain how common nouns areff

different than proper nouns.f


Write a sentence or two, using all four typesfof common nouns.f

When adding a suffix to a word ending in y…

Keep the “_y”

Keep the “_y”

Change the “_y”

Common Nouns

A common noun can have an article before an

idea, person, place, or

thing.


Cartoon Response.

Explain how common nouns areff

different than proper nouns.fCommon nouns are general, notf

capitalized, and include ideas.f


Write a sentence or two, using all four typesfof common nouns.f


Directions:1. Write examples under each of the flaps. 2. Color according to the pattern.3. Cut the solid lines, fold the dotted lines, and glue.

GLUE

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FOCUS.

Links and Response Mechanics Notes.Listen to the Final e Memory Rap at http://bit.ly/2cuR5Fy.

Final e Memory Rap

Drop the final e when adding on an ending if it starts with a vowel up front. Keep the final e when adding on an ending if it starts with a consonant.

Examples: _______________________________________________________________________

Also keep the e when you hear soft /c/ or /g/ before “able” or “o-u-s.”Mostly keep the e when the ending is “y-e”, “e-e”, or even “o-e”. YEO!

Examples: _______________________________________________________________________

___________________________________________________________________________________

Links and Response Parts of Speech Notes.Check out the Parts of Speech Song to practice the definition of a pronoun at http://bit.ly/29aK4EV.

A pronoun is used to take a noun’s place in the subject, possessive, or object case. Singular or plural pronouns are classified as first, second, or third person. A subject case pronoun acts as the subject of a sentence.

Examples: _______________________________________________________________________

___________________________________________________________________________________

An object case pronoun receives the action of the verb.

Examples: _______________________________________________________________________

___________________________________________________________________________________

A possessive case pronoun shows ownership and may be used before a noun or without a noun.

Examples: _______________________________________________________________________

___________________________________________________________________________________

When a possessive pronoun is used without a noun, the verb must match the noun which the pronoun represents.

Examples: _______________________________________________________________________

___________________________________________________________________________________

SUMMARY/REFLECTION.


FOCUS.

Links and Resources Mechanics Notes.Listen to the Final e Memory Rap at http://bit.ly/2cuR5Fy.

The final e at the end of a syllable is silent. If the final efollows just one consonant, the vowel before is usually a long sound, such as in “base,” “complete,” “line,” “close,” and “use.”

Final e Memory Rap

Drop the final e when adding on an ending if it starts with a vowel up front. Keep the final e when adding on an ending if it starts with a consonant.

Examples: have−having, close−closely

Also keep the e when you hear soft /c/ or /g/ before “able” or “o-u-s.”Mostly keep the e when the ending is “y-e”, “e-e”, or even “o-e”. YEO!

Examples: peace−peaceable, courage−courageouseye−eyeing, free−freedom, shoe−shoeing

Links and Resources Parts of Speech Notes.Check out the Parts of Speech Song to practice the definition of a pronoun at http://bit.ly/29aK4EV.

If unsure whether a pronoun should be in the subject case or object case, rephrase the sentence with the pronoun at the start of the sentence and drop any connected nouns. For example,At five o’clock John and mealways ate dinner.Me always ate dinner at five o’clock.Change to Subject Case Pronoun: I always ate dinner at five o’clock.

English is a polite language. Always place I or me last in compound subjects or objects.

Singular or plural pronouns are classified as first, second, or third person.A subject case pronoun acts as the subject of a sentence.

Examples: I, we (first person); you (second person); he, she, it, who , they (third person)An object case pronoun receives the action of the verb.

Examples: me, us (first person); you (second person); him, her, it, whom , them (third person)A possessive case pronoun shows ownership.

Examples: my, our (first person); your (second person); his, her, its, their (third person)When a possessive pronoun is used without a noun, the verb must match the noun which the pronoun represents.

Examples: mine, ours (first person); yours (second person); his, hers, its, theirs (third person)

SUMMARY/REFLECTION.


Practice.1. Re-write these sentences correctly: The broken vase was truely irreplaceable, but he

was valueing its worth more than the piece of art deserved.

2. Re-write this sentence correctly: Dying his hair that color was simply outrageous,

but he was hoping to shock his friends and teachers.

3. Re-write this sentence correctly: You let her have it, but her really wanted the other package.

4. Re-write this sentence correctly: She liked theirs, yet they preferred her more.

5. Identify the pronouns in these sentences: We aren’t sure to whom you refer. Is it I or is

it the teacher?

Pronouns:

6. Identify the pronouns in this sentence: Who took them and left him as the person to blame?

Pronouns:


Grammar and Usage:


Practice Answers


The broken vase was truly irreplaceable, but he

was valuing its worth more than the piece of art deserved.


Dyeing his hair that color was simply outrageous,

but he was hoping to shock his friends and teachers.3. Re-write this sentence correctly:

You let her have it, but she really wanted the other package.


She liked theirs, yet they preferred hers more.

5. Identify the pronouns in these sentences:

Pronouns: We, whom, you, it, I6. Identify the pronouns in this sentence:

Pronouns: Who, them, him


A simple acknowledgement of his contributions was all that he wanted, along

with an agreement to split the profits.Grammar and Usage: Underline the pronouns after you write this sentence correctly: We wanted

the cookies, but they were all him, not our.

We wanted the cookies, but they were all his, not ours.


Drop the final e…

Keep the final e…

Keep the final e…

Keep the final e…

Keep the final e…

Keep the final e…

Keep the final e…

Drop the final e…

close−closely

peace−peaceable

courage−courageous

free−freedom

have−having

canoe−canoeing

eye−eyeing

Keep the final e…

Keep the final e…

Keep the final e…

Keep the final e…

Keep the final e…

A pronoun is used to take a noun’s place in the subject, possessive, or object

case.

Pronouns

Possessive Case

Cartoon Response.

From the sentences in the caption, list thefpronouns which take the place of thesefnouns. John:fKatie:fhJohn and Katie:f


Write a sentence or two, using all threeftypes of pronouns.f


Cartoon Response.

From the sentences in the caption, list thefpronouns which take the place of thesef

nouns. John: He, himfhf

Katie: She, shefhJohn and Katie: their


Write a sentence or two, using all threeftypes of pronouns.f


Directions:1. Write the part of the spelling rule which matches the example under each of the flapsand color according to the pattern.2. Write examples under each of the flaps for the pronouns and color as you wish.3. Cut the solid lines, fold the dotted lines, and glue.

GLUE

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FOCUS.

Links and Response Mechanics Notes.Listen to the Consonant Doubling Doodlesong at http://bit.ly/2bP2tHm.

Consonant Doubling Doodle(to the tune of "Yankee Doodle")

Double the last consonant when adding on an endingYankee Doodle went to town ‘a riding on a ponyif these three do all agree (on this you’ll be depending):Stuck a feather in his cap and called it macaroni.Is the accent at the end?Yankee Doodle keep it up!With a vowel then consonant?Yankee Doodle da-an-dyDoes the ending you must add begin with a vowel?Mind the music and the step and with the girls be handy.

Examples: _______________________________________________________________________

Links and Response Parts of Speech Notes.Check out the Parts of Speech Song to practice the definition of an adjective at http://bit.ly/29aK4EV.

An adjective modifies a noun with Which one? How many? or What kind? When using more than one adjective to modify the same nounin a sentence, follow this order of adjectival functions: Which One-How Many-What Kind.

Examples

Which One: ______________________________________________________________________

How Many: ______________________________________________________________________

What Kind: ______________________________________________________________________

Place adjectives before nouns, even when they are compound adjectives. A compound adjective joins two or more adjectives with a hyphen (-) to modify a single noun or pronoun. Don’t use a hyphen if you can use the word and between the two adjectives.

Examples: _______________________________________________________________________

Don’t use redundant adjectives. Redundant means something that is unnecessary or repetitive.

Examples: _______________________________________________________________________

SUMMARY/REFLECTION.


FOCUS.

Links and Resources Mechanics Notes.Listen to the Consonant Doubling Doodlesong at http://bit.ly/2bP2tHm.

Exceptions to the Consonant Doubling Spelling Rule

acquitted, busing, cancellation, crystallize,equipped, excellence,excellent, gases, questionnaire, transferable, transference

Consonant Doubling Doodle(to the tune of "Yankee Doodle")

Double the last consonant when adding on an endingYankee Doodle went to town ‘a riding on a ponyif these three do all agree (on this you’ll be depending):Stuck a feather in his cap and called it macaroni.Is the accent at the end?Yankee Doodle keep it up!With a vowel then consonant?Yankee Doodle da-an-dyDoes the ending you must add begin with a vowel?Mind the music and the step and with the girls be handy.

Examples: commit−com/mít−committedLinks and Resources Parts of Speech Notes.

Check out the Parts of Speech Song to practice the definition of an adjective at http://bit.ly/29aK4EV.

Note that the song teachesadjectives in the proper written order.

Create a Dead Word Cemetery, complete with tombstones of useless adjectives. Once posted, students are forbidden to use these words in their writing and speaking:nice, very, great, special, totally, real, glad, happy, sad, good, bad, pretty, ugly

As an extension activity, surround each dead word with synonyms.

An adjective modifies a noun with Which one? How many? or What kind? When using more than one adjective to modify the same nounin a sentence, follow this order of adjectival functions: Which One-How Many-What Kind.

Examples

Which One: blueHow Many: fewWhat Kind: greatPlace adjectives before nouns, even when they are compound adjectives. A compound adjective joins two or more adjectives with a hyphen (-) to modify a single noun or pronoun. Don’t use a hyphen if you can use the word and between the two adjectives.

Examples: good-looking shirt, part-time job

Don’t use redundant adjectives. Redundant means something that is unnecessary or repetitive.Examples: free gift, unexpected surprise, fast jet

SUMMARY/REFLECTION.


Practice.1. Re-write this sentence correctly: I wasn’t sure what was happening, but the aggresive dog

ran out into the street, barking and growling at me.

2. Re-write this sentence correctly: Mom permitted us to watch the show and I was begining

to think she had a reason for doing so.

3. Re-write this sentence correctly: The unexpected surprise was waiting outside my front

door green.

4. Re-write this sentence correctly: Lucy was well intentioned, but she never achieved much

respect from her peers closest.

5. Identify the adjectives in this sentence: His one strong arm lifted the man-eating alligator out of

the steel cage.

Adjectives:

6. Identify the adjectives in this sentence: The well-known author signed a dozen autographs before

late afternoon.

Adjectives:


Grammar and Usage:


Practice Answers


I wasn’t sure what was happening, but the aggressive dog

ran out into the street, barking and growling at me.


Mom permitted us to watch the show and I was beginning

to think she had a reason for doing so.3. Re-write this sentence correctly:

The surprise was waiting outside my green front

door.


Lucy was well-intentioned, but she never achieved much

respect from her closest peers.5. Identify the adjectives in this sentence:

Adjectives: one, strong, man-eating, steel6. Identify the adjectives in this sentence:

Adjectives: well-known, dozen, late


The ring was hidden in her desk drawer and I accidentally found it while

looking for my passport.Grammar and Usage: Write this sentence and undlerline the adjectives.

The frightened man threatened to jump off the yellow twenty-story building.


An adjective modifies a noun with Which One, How Many, or What Kind.

Adjectives

Which One?

How Many?

What Kind?

Double the last consonant, when adding on an ending (suffix) if all three of these conditions are met:1.

The

last

sylla

ble

has t

he a

ccen

t.

2. The last syllable ends in a vowel, then a consonant.

3. The ending you add begins w

ith a vow

el.

Cartoon Response.

From the sentences in the caption, list thefdifferent types of adjectives.f

Which One? hf

How Many? fhWhat Kind? f


Write a sentence or two, using all three typesfof adjectives.f


Cartoon Response.

From the sentences in the caption, list thefdifferent types of adjectives.f

Which One? clumsy, dancehf

How Many? severalfhWhat Kind? graceful, horrible


Write a sentence or two, using all three typesfof adjectives.f



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FOCUS.

Links and Response Mechanics Notes.Listen to the This Old “an” and “en” song at http://bit.ly/2bP2JWN.

This Old “an” or “en”(to the tune of "This Old Man")

If you see, “e-a-r”, or there is a “u-r-e”,This old man, he played one, he played nick-nack on my thumbin the root, or if you hear hard /c/ or /g/,With a nick-nack paddy-whack, give a dog a bone,then spell “ant”, “ance”, or “ancy”.

Examples: _______________________________________________________________________

This old man came rolling home.If you see, “id” like “fid”, or there is an “e-r-e”This old man, he played two, he played nick-nack on my shoein the root, or if you hear soft /c/ or /g/,With a nick-nack paddy-whack, give a dog a bone,then spell “ent”, “ence”, or “ency”.This old man came rolling home.

Examples: _______________________________________________________________________

Links and Response Parts of Speech Notes.Check out the three types of verbs and practice the Parts of Speech Song at http://bit.ly/29aK4EV.

A verb can mentally or physically act or states what a subject is to be.

Examples

Mental: __________________________________________________________________________

Physical: ________________________________________________________________________

“To Be” Verbs: __________________________________________________________________

When a “to be” verb or other verb links a noun to something else in the sentence to rename or describe it, it is called a linking verb.

Linking Verbs: __________________________________________________________________

The “to be” verb, the “to have” verb (have, has, had), and the “to do” verb (do, does, did, done) can be placed before a main verb as a helping verb to show verb tense (past, present, future). The conditional helping verbs (could, should, would, can, shall, will, may, might, must) show possibility.

Helping Verbs: __________________________________________________________________

SUMMARY/REFLECTION.


FOCUS.

Links and Resources Spelling Rule.Listen to the This Old “an” and “en” song at http://bit.ly/2bP2JWN.

Exceptions to the “an” or “en” Spelling Rule

assistance, different, perseverance, resistance, violence

This Old “an” or “en”(to the tune of "This Old Man")

If you see, “e-a-r”, or there is a “u-r-e”,This old man, he played one, he played nick-nack on my thumbin the root, or if you hear hard /c/ or /g/,With a nick-nack paddy-whack, give a dog a bone,then spell “ant”, “ance”, or “ancy”.

Examples: clearance, insurance, vacancy, elegantThis old man came rolling home.If you see, “id” like “fid”, or there is an “e-r-e”This old man, he played two, he played nick-nack on my shoein the root, or if you hear soft /c/ or /g/,With a nick-nack paddy-whack, give a dog a bone,then spell “ent”, “ence”, or “ency”.This old man came rolling home.

Examples: confidence, reverence, magnificent, emergencyLinks and Resources Parts of Speech Notes.

Check out the three types of verbs and practice the Parts of Speech Song at http://bit.ly/29aK4EV.

Reference the How to Eliminate “To Be” Verbs in Writing article at http://bit.ly/29dykVg and print out the colorful poster.

To eliminate “to be” verbs:1. Identify2. Substitute3. Convert 4. Change5. Combine


Examples

Mental: thought, believe, will imaginePhysical: run, jump, will swim“To Be” Verbs: is, am, are, was, were, be, being, beenWhen a “to be” verb or other verb links a noun to something else in the sentence to rename or describe it, it is called a linking verb.

Linking Verbs: seem, look, feel, sound, tasteThe “to be” verb, the “to have” verb (have, has, had), and the “to do” verb (do, does, did, done) can be placed before a main verb as a helping verb to show verb tense (past, present, future). The conditional helping verbs (could, should, would, can, shall, will, may, might, must) show possibility.

Helping Verbs: is running, had lived, did like, could help

SUMMARY/REFLECTION.


Practice.1. Re-write this sentence correctly: The young girl’s appearence was different than that of

her friends.

2. Re-write this sentence correctly: It may be significant to note that the detergant he used

included bleach.

3. Underline the mental verbs and [bracket] the physical verbs: I knew that my phone received

messages, and I sent out emails.

4. Underline the “to be” verbs and [bracket] the physical verbs: The musicans were ready and played

for two hours, but the audience was not receptive.

5. Identify the linking verbs in the sentence: That ugly fish looks as bad as it smells.

Linking Verbs:

6. Identify the helping verbs in the sentence: My parents have been walking two miles every day for a

year though it seems like it has been just a few months.

Helping Verbs:


Grammar and Usage:


Practice Answers


The young girl’s appearance was different than that of

her friends.


It may be significant to note that the detergent he used

included bleach.3. Underline the mental verbs and [bracket] the physical verbs:

I knew that my phone [received]

messages, and I [sent] out emails.4. Underline the “to be” verbs and [bracket] the physical verbs:

The musicans were ready and [played]

for two hours, but the audience was not receptive.5. Identify the linking verbs in the sentence: That ugly fish looks as bad as it smells.

Linking Verbs: looks, smells6. Identify the helping verbs in the sentence: My parents have been walking two miles every day for a

year though it seems like it has been just a few months.

Helping Verbs: have been walking, has been


Their urgent requests for a meeting in the elegant palace were denied, but

no one had the decency to inform them.Grammar and Usage: Underline the verbs after you write this sentence correctly: I guess she would have

more options if she did wait a bit more.

I guess he would have more options if he could (or would) wait a bit more.


ance, ancy, or ant ence

, enc

y, or

ent

Root has a hard /c/

Root has a hard /g/

Root ends with “ear”

Root ends with “ure”

Root has a soft /c/

Root has a soft /g/

Root ends with “id”

Root ends with “ere”


Verbs

Mental Action

Physical Action State of Being

Cartoon Response.

From the sentences in the caption, list thefdifferent types of verbs.f

Mental Action: fhf

Physical Action: fhState of Being:f


Write a sentence or two, using all threeftypes of verbs.f


Cartoon Response.

From the sentences in the caption, list thefdifferent types of verbs.f

Mental Action: enjoysfhf

Physical Action: exercises, might have runfhState of Being: is


Write a sentence or two, using all threeftypes of verbs.f


Directions:1. Write examples under each of the flaps and test tubes. 2. Color according to the pattern.3. Cut the solid lines, fold the dotted lines, and glue.

GLUE

GLUE CENTER

FOCUS.

Links and Response Mechanics Notes.Listen to the John “able” or “ible” Schmidt song at http://bit.ly/2bZEuHG.

John “able” or “ible” Schmidt(to the tune of "John Jacob Jingleheimer Schmidt")

Base words add “able” to the end, as do word parts,John Jacob Jingleheimer Schmidt: that’s my name, too.that end in silent e or with hard /c/or /g/,Whenever we go out, the people always shout,

Examples: _______________________________________________________________________

but for all others add “i-b-l-e”.Saying, “John Jacob Jingleheimer Schmidt.”

Examples: _______________________________________________________________________

Links and Response Parts of Speech Notes..Check out the four questions adverbs ask of adjectives, adverbs, or verbs in the Parts of Speech Song at http://bit.ly/29aK4EV.

An adverb modifies an adjective, adverb, or verb with What degree? How? Where? or When? Many adverbs end in “_ly.”

Examples

What Degree: ___________________________________________________________________

How: _____________________________________________________________________________

Where: __________________________________________________________________________

When: ___________________________________________________________________________

Modifying an Adjective: _____________________________________________________________

Modifying an Adverb: _______________________________________________________________

Modifying a Verb: ____________________________________________________________________

Adverbs can be part of a phrase (a group of related words). Avoid stringing together adverbial phrases.

Example: _____________________________________________________________________________

________________________________________________________________________________________

SUMMARY/REFLECTION.


FOCUS.

Links and Resources Mechanics Notes.Listen to the John “able” or “ible” Schmidt song at http://bit.ly/2bZEuHG.

Exceptions to the “able” and “ible” Spelling Rule

collapsible, contemptible, flexible, formidable, indomitable, inevitable, irresistible, memorable, portable, probable

John “able” or “ible” Schmidt(to the tune of "John Jacob Jingleheimer Schmidt")

Base words add “able” to the end, as do word parts,John Jacob Jingleheimer Schmidt: that’s my name, too.that end in silent e or with hard /c/or /g/,Whenever we go out, the people always shout,

Examples: teachable, likeable, despicable, navigable

but for all others add “i-b-l-e”.Saying, “John Jacob Jingleheimer Schmidt.”

Examples: visible, permissible, reducible, eligibleLinks and Resources Parts of Speech Notes.

Check out the four questions adverbs ask of adjectives, adverbs, or verbs in the Parts of Speech Song at http://bit.ly/29aK4EV.

Note that the song teachesadverbs in the proper written order.

Adverbs may be flexibly placed most anywhere in a sentence for emphasis.

Use specific, vivid verbs rather than weak verbs supported with adverbs.

Avoid these overused adverbs: definitely, extremely, really, seriously, truly, and very.

An adverb modifies an adjective, adverb, or verb with What degree? How? Where? or When? Many adverbs end in “_ly.”

Examples

What Degree: moreHow: slowlyWhere: thereWhen: laterModifying an Adjective: He acts too emotional.Modifying an Adverb: She walks unusually slowly.Modifying a Verb: I walked here and there.

Adverbs can be part of a phrase (a group of related words). Avoid stringing together adverbial phrases.

Example: He walked like a turtle, slow as molasses.

SUMMARY/REFLECTION.


Practice.1. Re-write this sentence correctly: The despicible pirate seemed invincible as his

twenty-gun ship sailed into the harbor.

2. Re-write this sentence correctly: The incredible variety of food look great, but was

almost inedable.

3. Identify the adverbs which answer What Degree. Ray was sufficiently equipped for the backpack and

he whole-heartedly supported hiking the tougher route.

What Degree Adverbs:

4. Identify the adverbs which answer How. The dancer smoothly and skillfully lifted his partner over

his head.

How Adverbs:

5. Identify the adverbs and adverb phrases which answer Where. Away from her family, she acted

quietly and outwardly shy most everywhere.

Where Adverbs:

6. Identify the adverbs and adverb phrases which answer When. You should be able to finish today or

tomorrow, but it frequently takes longer than you plan.

When Adverbs:


Grammar and Usage:


Practice Answers


The despicable pirate seemed invincible as his

twenty-gun ship sailed into the harbor.2. Re-write this sentence correctly:

The incredible variety of food look great, but was

almost inedible.3. Identify the adverbs which answer What Degree.

What Degree Adverbs: sufficiently, whole-heartedly4. Identify the adverbs which answer How.

How Adverbs: smoothly, skillfully5. Identify the adverbs and adverb phrases which answer Where.

Where Adverbs: Away from her family, outwardly shy, most everywhere6. Identify the adverbs and adverb phrases which answer When.

When Adverbs: today, tomorrow, frequently takes longer

Sentence Dictations.Mechanics: Write these sentences correctly.

Our pledge states, “...one nation, indivisible, with liberty and justice for all.”

This hope was applicable both yesterday and today.Grammar and Usage: Underline the adverbs after you write this sentence correctly: He was seriously

upset and extremely disappointed that the clerk always worked so slowly.

He was upset and disappointed that the clerk always worked so slowly.


What Degree? How?

Where? When?

An adverb modifies an adjective, adverb, or verb with What Degree? How? Where? or When?

Adverbs

Add “able” when the root… Add “ible” when the root…

has a hard /c/

has a hard /g/

is a base word

ends in silent e

has a soft /c/

has a soft /g/

ends in “ss”

is not abaseword

Cartoon Response.

From the sentences in the caption, list thefdifferent types of adverbs.f

What Degree? He, himfhf

How? She, shefhWhere? their

When? their


Write a sentence or two, using all four typesfof adverbs.f


Cartoon Response.

From the sentences in the caption, list thefdifferent types of adverbs.f

What Degree? veryfhf

How? carefully, nervouslyfhWhere? often

When? soon


Write a sentence or two, using all four typesfof adverbs.f


GLUE

GLUE CENTER


FOCUS.

Links and Response Mechanics Notes.Listen to the Ending “ion” Twinkle song at http://bit.ly/2c1tAjd.

Exceptions to the ending /ion/ Spelling Rule

The "mit" root changes to "mis" and adds on "sion" instead of "tion." Examples: commit-commission, permit-permission

Ending “ion” Twinkle(to the tune of "Twinkle Twinkle Little Star")

1. If the /shun/ sound you do hear and it follows l or s,Twinkle, twinkle little star, How I wonder what you are.or if you hear a /zyun/ −for both spell “s-i-o-n”.Up above the world so high, Like a diamond in the sky.Both these rules will serve you well, learning all the ways to spell.Twinkle, twinkle little star, How I wonder what you are.

Examples: _____________________________________________________

2. When a person you describe, you should spell “c-i-a-n”.Twinkle, twinkle little star, How I wonder what you are.In most every other case, simply spell “t-i-o-n”.Up above the world so high, Like a diamond in the sky.Both these rules will serve you well, learning all the ways to spell.Twinkle, twinkle little star, How I wonder what you are.

Examples: _____________________________________________________

Links and Response Parts of Speech Notes.Check out the three types of conjunctions in the Parts of Speech Song at http://bit.ly/29aK4EV.

A conjunction joins words, phrases, or clauses to coordinate, correlate,or subordinate.

The common coordinate conjunctions are F.A.N.B.O.Y.S.

__________________________________________________________________________________

Correlative conjunctions are paired conjunctions.

__________________________________________________________________________________

The BUD IS WISE, BUT HOT AAA WWW subordinate conjunctions signal relationships between clauses. A clause has a noun and a connected verb.

_____ before, unless, despite (in spite of) _____ in order that, so _____, while, if, since, even though (if) _____ because, until, that _____ how, once, than _____ after, although (though), as (as if, as long as, as though) _____ whether, when (whenever), where (wherever)

SUMMARY/REFLECTION.


FOCUS.

Links and Resources Mechanics Notes.Listen to the Ending “ion” Twinkle song at http://bit.ly/2c1tAjd.

Exceptions to the ending /ion/ Spelling Rule

The "mit" root changes to "mis" and adds on "sion" instead of "tion." Examples: commit-commission, permit-permission

Ending “ion” Twinkle(to the tune of "Twinkle Twinkle Little Star")

1. If the /shun/ sound you do hear and it follows l or s,Twinkle, twinkle little star, How I wonder what you are.or if you hear a /zyun/ −for both spell “s-i-o-n”.Up above the world so high, Like a diamond in the sky.Both these rules will serve you well, learning all the ways to spell.Twinkle, twinkle little star, How I wonder what you are.

Examples: expulsion, passion, illusion2. When a person you describe, you should spell “c-i-a-n”.Twinkle, twinkle little star, How I wonder what you are.In most every other case, simply spell “t-i-o-n”.Up above the world so high, Like a diamond in the sky.Both these rules will serve you well, learning all the ways to spell.Twinkle, twinkle little star, How I wonder what you are.

Examples: musician, conditionLinks and Resources Parts of Speech Notes.

Check out the three types of conjunctions in the Parts of Speech Song at http://bit.ly/29aK4EV.

Subordinate conjunctions begin dependent clauses and connect to independent clauses to form complex sentences. A dependent clause is a noun and connected verb that does not express a complete thought.Example: If John writes,An independent clause is a noun and connected verb that does express a complete thought. Example: it will be his first letter.

A conjunction joins words, phrases, or clauses to coordinate, correlate,or subordinate.

The common coordinate conjunctions are F.A.N.B.O.Y.S.

F = for; A = and; N = nor; B = but; O = or; Y = yet; S = so

Correlative conjunctions are paired conjunctions.

either−or, whether−or, both… and−but…alsoThe BUD IS WISE, BUT HOT AAA WWW subordinate conjunctions signal relationships between clauses. A clause has a noun and a connected verb.

BUD before, unless, despite (in spite of) IS in order that, so WISE, while, if, since, even though (if) BUT because, until, that HOT how, once, than AAAafter, although (though), as (as if, as long as, as though) WWW whether, when (whenever), where (wherever)

SUMMARY/REFLECTION.


Practice.1. Re-write this sentence correctly: The gentleman could never envision a career as a mortition.

2. Re-write this sentence correctly: The player finally made the admission that he had suffered

from concuscians for years.

3. Identify the coordinating conjunctions: The sun came out, so a few did show, yet more did not.

Coordinating Conjunctions:

4. Identify the correlative conjunctions: Whether or not the team plays, the fans will be excited to see

the players.

Correlative Conjunctions:

5. Identify the subordinate conjunctions: Unless I misunderstand what you are saying, you plan to serve

dessert before we sit down to eat dinner.

Subordinate Conjunction:

6. Identify the subordinate conjunctions: I can’t call about the shipping status since the store is not yet

open, although I will do so when I can.

Conjunctions:


Grammar and Usage:


Practice Answers


The gentleman could never envision a career as a mortician.


The player finally made the admission that he had suffered

from concussions for years.3. Identify the coordinating conjunctions:

Coordinating Conjunctions: so, yet4. Identify the correlative conjunctions:

Correlative Conjunctions: Whether−or5. Identify the subordinate conjunctions:

Subordinate Conjunction: Unless, before6. Identify the subordinate conjunctions:

Conjunctions: since, although

Sentence Dictations.Mechanics: Write these sentences correctly.

Her devotion to magic made the magician successful. With her permission,

we learned the secrets behind each of her tricks.Grammar and Usage: Underline the conjunctions after you write these sentences correctly:

The postal carrier and the UPS driver leave packages on our porch whenever

they deliver to our house, but they also knock on the door first.


“tion”

in most

cases

Conjunctions

A conjunction joins words, phrases, or clauses to coordinate, correlate, or subordinate.

coordinate

correlate

subordinate

Cartoon Response.

Identify the conjunctions in the caption.ff

fhf

fh


Write a sentence or two, using all threeftypes of conjunctions.f


Cartoon Response.

Identify the conjunctions in the caption.fand

butfhf

sofh


Write a sentence or two, using all threeftypes of conjunctions.f


GLUE CENTER

GLUE


FOCUS.

Links and Response Mechanics Notes.Listen to the Plurals Had a Little Lamb song at http://bit.ly/2caBN9u.

Plurals Had a Little Lamb(to the tune of "Mary Had a Little Lamb")

1. If there is a vowel before the letters o or y,Mary had a little lamb, little lamb, little lamb.“Add an s onto the end and to most nouns,” said I.Mary had a little lamb. Its fleece was white as snow.2. If there is a consonant before the o or y,And everywhere that Mary went, Mary went, Mary went."Add “e-s” onto the end, but change the y to i."Everywhere that Mary went the lamb was sure to go.

Examples: _______________________________________________________________________

3. "Add “e-s” onto an x, to /ch/, /sh/, /s/, or z.It followed her to school one day, school one day, school one day.Also add onto an f, but change the f to v."It followed her to school one day, which was against the rules.

Examples: _______________________________________________________________________

Links and Response Parts of Speech Notes.Check out the definition of a prepositional phrase in the Parts of Speech Song at http://bit.ly/29aK4EV.

A preposition shows a relationship to an object at the end of a phrase.The preposition is always part of a phrase and comes before its object. The preposition asks “What?” or “Whom?” and the object provides the answer. Prepositions usually show location, position, or time.

Examples

Location: ________________________________________________________________________

Position: _________________________________________________________________________

Time: ____________________________________________________________________________

Following are the 60 most common prepositions:aboard, about, above, according to, across, after, against, along, among, around, as, as to, at, before, behind, below, beneath, beside, between, beyond, but, by, despite, down, during, except, for, from, in, inside, instead of, into, in place of, in spite of, like, near, next, of, off, on, onto, outside, out of, over, past, since, than, through, throughout, to, toward, under, underneath, unlike, until, up, upon, with, within, without

SUMMARY/REFLECTION.


FOCUS.

Links and Response Mechanics Notes.Listen to the Plurals Had a Little Lamb song at http://bit.ly/2caBN9u.

Plurals Had a Little Lamb(to the tune of "Mary Had a Little Lamb")

1. If there is a vowel before the letters o or y,Mary had a little lamb, little lamb, little lamb.“Add an s onto the end and to most nouns,” said I.Mary had a little lamb. Its fleece was white as snow.2. If there is a consonant before the o or y,And everywhere that Mary went, Mary went, Mary went."Add “e-s” onto the end, but change the y to i."Everywhere that Mary went the lamb was sure to go.

Examples: stereos, days, potatoes, bunnies3. "Add “e-s” onto an x, to /ch/, /sh/, /s/, or z.It followed her to school one day, school one day, school one day.Also add onto an f, but change the f to v."It followed her to school one day, which was against the rules.

Examples: boxes, inches, lashes, gases, prizes, knivesPractice Parts of Speech Notes.

Check out the definition of a prepositional phrase in the Parts of Speech Song at http://bit.ly/29aK4EV.

The subject of a sentence is never part of a prepositional phrase.

Avoid these unnecessary prepositions: In connection with, In (With) regard to, In relation to, With respect to ___________.

View http://bit.ly/1RelrdTto inspire your kids to write their own preposition song.

A preposition shows a relationship to an object at the end of a phrase.The preposition is always part of a phrase and comes before its object. The preposition asks “What?” or “Whom?” and the object provides the answer. Prepositions usually show location, position, or time.

Examples

Location: on the wallPosition: through the windowTime: at noonFollowing are the 60 most common prepositions:aboard, about, above, according to, across, after, against, along, among, around, as, as to, at, before, behind, below, beneath, beside, between, beyond, but, by, despite, down, during, except, for, from, in, inside, instead of, into, in place of, in spite of, like, near, next, of, off, on, onto, outside, out of, over, past, since, than, through, throughout, to, toward, under, underneath, unlike, until, up, upon, with, within, without

SUMMARY/REFLECTION.


Practice.1. Re-write this sentence correctly: The actresses demanded clean combs and hairbrushes

for themselfs.

2. Re-write these sentences correctly: On both of the covered patios we heard the howling

coyotes. Their echos rang out over the hills.

3. Identify the location prepositions: The students crouched under the desks inside the classroom

during the earthquake drill.

Location Prepositions:

4. Identify the position prepositions: After they opened the door, they walked among the crowd

toward the door.

Position Prepositions:

5. Identify the time prepositions: Since their victory everyone stays until the last inning.

Time Prepositions:

6. Identify the prepositions in this sentence: During the movie the storm thundered outside the

theater.

Prepositions:


Grammar and Usage:


Practice Answers


The actresses demanded clean combs and hairbrushes

for themselves.


On both of the covered patios we heard the howling

coyotes. Their echoes rang out over the hills.3. Identify the location prepositions:

Location Prepositions: under, inside4. Identify the position prepositions:

Position Prepositions: among, toward5. Identify the time prepositions:

Time Prepositions: Since, until6. Identify the prepositions in this sentence:

]

Prepositions: During, outside


Two men were rushed into Emergency at the same time. Both had ruptured

appendixes, which required immediate surgeries and dozens of stitches.Grammar and Usage: Underline the conjunctions after you write this sentence correctly: In this article

we won’t discuss anything regarding in relation to the ending of the book. In this article we

won’t discuss anything regarding the ending of the book.


Prep

ositi

ons

A pr

epos

ition

show

s a re

latio

nshi

p to

an

obj

ect a

t the

end

of a

phr

ase.

Loca

tion

Posi

tion

Tim

e

Plur

al N

oun

Endi

ngs

s in most cases, even when nouns end in y

“es” after these sounds: /s/, /x/, /z/, /ch/, or /sh/

“es” after a consonant, then an o

Change the “fe” or “lf” ending to “ves”

s after vowel, then o

Change the y to i and add “es” when the word ends in a consonant, then a y

Cartoon Response.

Identify the prepositions in the caption.fpronouns which take the place of thesef

nouns. John: He, himfhf

Katie: She, shefhJohn and Katie: their


Write a sentence or two, using all threeftypes of prepositions.f


Cartoon Response.

Identify the prepositions in the caption.fInproffnouns which take the place of thesef

downproffnounnouns. John: He, himfhf

throughproffnounKatie: She, shefhoverproffnoun


Write a sentence or two, using all threeftypes of prepositions.f


GLUE

GLUE

Directions:1. Write examples under each of the flaps.

2. Color according to the pattern.3. Cut the solid lines, fold the dotted lines, and glue.


The biweekly Grammar and Mechanics Unit Test is designed to assess student mastery of the content, skills, or rules after teaching four mechanics and four grammar lessons. For example, if the teacher completes lessons 1 and 2 on Tuesday and Thursday for the first week and lessons 3 and 4 on Tuesday and Thursday for the second week, students will be prepared to take the unit test the following day (on Friday).

Administrative Options

The Grammar and Mechanics Unit Test has been designed to take only 15−20 minutes for most students to complete. More time teaching and less time testing! Teachers may elect to give the unit tests every four weeks by combining two of each test to assess mastery of eight lessons.

Some teachers choose to allow students to use their interactive notebooks on the test. If choosing this option, teachers may require students to provide their own examples for the sentence application section of the test.

Test Structure and Grading

Each Grammar and Mechanics Unit Test has eight matching questions: two from each mechanics and two from each grammar lesson. Students are required to define terms and identify examples. The sentence application section also has eight test problems: two from each mechanics and two from each grammar lesson. Students are required to apply their understanding of the mechanics and grammar content, skills, or rules in the writing context through original sentence applications or revisions. Test answers for each matching section are provided at the end of the unit tests.

Test Review Options

Pretest

Teachers may review key grammar and mechanics content, skills, and rules the day before the unit test. Students should review their Cornell notes and 3D graphic organizers.

Posttest

Teachers may choose to review the matching section answers of the test and/or re-teach any deficiencies. Or teachers may elect to rely upon the individualized assessment-based instruction of the Grammar and Mechanics Worksheets to fill in any gaps.

As the writers of the Common Core State Standards note regarding the Language Strand Standards, much of the acquisition of the grammar and mechanics Standards is recursive in nature and requires cyclical instruction as is provided throughout the Teaching Grammar and Mechanics Interactive Notebook

Grammar and Mechanics Unit Tests


Directions: Place the capital letter(s) that best matches to the left of the number.

____1. e before i A. If root ends in consonant then y

____2. Proper nouns B. When the suffix begins with a consonant

____3. Change the y to i C. Idea, person, place or thing

____4. Common nouns D. Subjective, possessive, or object case

____5. Keep the final e E. Before c or when sounding like long /a/

____6. Pronouns AB. Commit, stop, refer

____7. Double the last consonant AC. J. P. Wammack

____8. Adjectives AD. Which one? How many? What kind?

Directions: Please respond in complete sentences without using any examples from this test.

9. Write a sentence, using “ie” and “ei” spelling words. ___________________________________________________

__________________________________________________________________________________________________________________

10. Write a sentence including two types of proper nouns. _____________________________________________

_______________________________________________________________________________________________________________

11. Write a sentence, using keep the final y and change the y to i spelling words. ____________________

_______________________________________________________________________________________________________________

12. Write a sentence including three types of common nouns. _________________________________________

_______________________________________________________________________________________________________________

13. Write a sentence with drop the final e and keep the final e spelling words. _______________________

_______________________________________________________________________________________________________________

14. Write a sentence including two types of pronouns. _________________________________________________

_______________________________________________________________________________________________________________15. Write a sentence with one spelling word which doubles and one spelling word which does not double the final consonant before a suffix.

_______________________________________________________________________________________________________________

16. Write a sentence including two types of adjectives. _________________________________________________

_______________________________________________________________________________________________________________

Grammar and Mechanics Test: Lessons 1─4


Directions: Place the capital letter(s) that best matches to the left of the number.____1. “ant,” “ance,” “ancy” A. Show location, position, or time

____2. Verbs B. Ask What degree, How, Where, or When

____3. “ible” C. Following l or s and sounding like /shun/

____4. Adverbs D. With /f/

____5. “sion” E. Mental, physical, or state of being

____6. Conjunctions AB. Coordinate, correlative, subordinate

____7. Change to “ves” AC. If the suffix begins with a vowel

____8. Prepositions AD. Before a suffix if three conditions apply

Directions: Please respond in complete sentences without using any examples from this test.

9. Write a sentence with “ant, “ance,” or ”ancy” and “ent, “ence,” or ”ency” spelling words. __________

_________________________________________________________________________________________________________________

10. Write a sentence including helping and linking verbs. ______________________________________________

_______________________________________________________________________________________________________________

11. Write a sentence with “able” and”ible” spelling words. _____________________________________________

_______________________________________________________________________________________________________________

12. Write a sentence including two types of adverbs. ___________________________________________________

_______________________________________________________________________________________________________________

13. Write a sentence with “cian” and “sion” spelling words. ______________________________________________

_______________________________________________________________________________________________________________

14. Write a sentence including coordinating and subordinating conjunctions. ________________________

_______________________________________________________________________________________________________________

15. Write a sentence, using “es” and “ves” plural spelling words. _______________________________________

_______________________________________________________________________________________________________________

16. Write a sentence including two types of prepositions. ______________________________________________

_______________________________________________________________________________________________________________

Grammar and Mechanics Test: Lessons 5─8


Lessons 1−4

1. E2. AC3. A4. C5. B6. D7. AB8. AD

Lessons 5−8

1. AC2. E3. AD4. B5. C6. AB7. D8. A

Grammar and Mechanics Test Answers


Diagnostic Grammar and Usage Assessment Directions for Preparation, Administration, Correction, and Recording the Data

The purpose of this whole class assessment is to determine which of the previous grade-level grammar and usage Standards, content, skills, and rules have and have not been mastered. Preparation This four-page assessment should be copied back-to-back for each student. Administration Inform students that this is a test on grammar and usage. Tell them to read each set of directions as they take the test. Read the first set of directions aloud to get them started. The assessment is given “whole class” and is un-timed. Most students finish in 20‒25 minutes. Correction Grade the assessment from the Diagnostic Grammar and Usage Assessment Answers page, marking errors. Recording the Data Write the names of your students in alphabetical order on the recording matrix or copy and paste the class roster into an Excel spreadsheet. Record the grammar and usage deficits for each student in numerical order on the Diagnostic Grammar and Usage Assessment Mastery Matrix. Mark a / for each error in the student’s row on the matrix and assign that Grammar and Mechanics Worksheet for remediation.


Diagnostic Grammar and Usage Assessment Directions: Place the letter in the space to the left of the number that identifies the parts of speech in the sentence below. Although they apologized, either Kim or Tom was always arriving late for their team practices and league games. ___1. The proper nouns in the sentence are _____ and _____.

A. practices, games B. always, late C. Kim, Tom D. they, their E. Tom, games

___2. The common nouns in the sentence are _____ and _____. A. team, practices B. practices, games C. Kim, Tom D. they, their E. Kim, games

___3. The pronouns in the sentence are _____ and _____. A. they, their B. Kim, Tom C. team, league D. apologized, arriving E. always, late

___4. The adjectives in the sentence are _____ and _____. A. apologized, arriving B. either, or C. practices, games D. always, late E. team, league

___5. The verbs in the sentence are _____ and _____. A. arriving, practices B. always, late C. apologized, was arriving D. practices, games E. apologized, practices

___6. The adverbs in the sentence are _____ and _____. A. Although, always B. always, late C. team, league D. arriving, practices E. either, late

___7. The preposition in the sentence is _____. A. for B. and C. or D. either E. their

___8. The coordinating conjunction in the sentence is _____. A. late B. or C. either D. for E. and

___9. The subordinating conjunction in the sentence is _____. A. either B. for C. Although D. or E. and

___10. The correlative conjunctions in the sentence _____ and _____. A. Although, either B. either, for C. or, for D. either, or E. for, and

___11. Identify the simple subject in this sentence: She watched the movie three times. A. She B. watched C. movie D. three E. times

___12. Identify the compound subjects in this sentence: The train and ship arrived at noon. A. The train B. ship C. noon D. at noon E. train and ship


Diagnostic Grammar and Usage Assessment Directions: Place the letter in the space to the left of the number that identifies the parts of speech in the sentence below. ___13. Identify the simple predicate in this sentence: The clown was smiling at the

children. A. was B. clown was C. children D. smiling E. was smiling

___14. Identify the compound predicates in this sentence: Mariel sat down and crossed her legs. A. sat down B. crossed C. sat, crossed D. sat, and E. down and crossed

___15. Mr. Nelson looked at the photograph. This is a _______ sentence. A. simple declarative B. compound interrogative C. simple imperative D. complex imperative E. compound-complex exclamatory

___16. She failed the test twice, but she passed it the third time. This is a _______ sentence. A. simple B. complex C. compound D. run-on E. compound-complex

___17. Carla went to the store after she watched the television show. This is a _______ sentence. A. simple B. complex C. compound D. run-on E. compound-complex

___18. Although it may be dated, Tom Sawyer is still an enjoyable book, and its humor stands the test of time. This is a _______ sentence. A. simple B. compound C. complex D. run-on E. compound-complex

___19. Identify the best way to fix this sentence problem: While we waited in line for our lunch and the principal spoke to us. A. While we waited in line the principal spoke to us for our lunch. B. The principal speaking to us while we waited in line for our lunch. C. While the principal spoke to us and we waited in line for our lunch. D. The principal spoke to us while we waited in line for our lunch. E. While we waited for our lunch our principal spoke in line to us.

___20. Identify the best way to fix this sentence problem: That was a great movie, I really enjoyed the popcorn. A. That was a great movie I really enjoyed the popcorn. B. A great movie that was, I really enjoyed the popcorn. C. That was a great movie, and I really enjoyed the popcorn. D. That was a great movie, because I really enjoyed the popcorn. E. I really enjoyed the popcorn, that was a great movie.


Diagnostic Grammar and Usage Assessment Directions: Place the letter in the space to the left of the number that identifies the parts of speech in the sentence below. ___21. The students who got into trouble are _____.

A. them B. those C. I and he D. they E. me and she

___22. The teacher yelled at two students, Rachel and _____. A. I B. me C. it D. he E. us

___23. They _____ had never sailed a boat by _____. A. themself; them B. themselves; themselves C. theirselves; theirself

D. them; theirself E. theirselves; theirselves ___24. He stirred the sauce, and then let John taste _____.

A. them B. this C. it D. these E. that

___25. That movie _____we watched was entertaining. A. who B. whose C. it D. which E. that

___26. _____who wants to try out for the team can do so, but not _____ is chosen. A. Anyone; everybody B. Everyone; both C. Someone; one D. Everyone; others E. Others; neither

___27. _____of the candy is on the counter, though _____ is free. A. Some; fewer B. Plenty; little C. Many; nothing D. All; none E. A large amount; few

___28. She should _____ for her school pictures. A. have smiled B. is smiling C. had smiled

D. smiled E. has smiled ___29. Jamie _____ three miles around the track for the fundraiser.

A. walk B. has walk C. is walking D. walking E. had walking

___30. The cat played with its stuffed mouse, and _____ went outside to chase birds. A. it B. then it C. then they

D. it then E. then the cat ___31. Compared to her happy sister, she is _____. A. happier B. most happy C. happiest

D. more happier E. most happiest ___32. Of all the happy people, he was _____.

A. happier B. most happy C. happiest D. more happier E. most happiest


Diagnostic Grammar and Usage Assessment Directions: Place the letter in the space to the left of the number that identifies the parts of speech in the sentence below. ___33. Compared to last time, this work is definitely _____. A. most difficult B. more difficulter C. difficultest

D. more difficult E. difficulter ___34. He is the _____ student in his class. A. most intelligent B. more intelligent C. intelligentest

D. more intelligent E. intelligenter ___35. Dennis _____ ready and he _____ prepared well. A. seem; has B. seems; have C. seems; has

D. seems; was E. seem; is ___36. She _____ passed the test, but she didn’t study. A. did have B. could have C. should of

D. did might E. would of ___37. She _____ hard for the test last night. A. studied B. did studied C. study

D. had studying E. have studied ___38. She _____ hard for the test last night when she fell asleep. A. studied B. was studied C. was studying

D. studying E. have studied ___39. She _____ for two hours when I called. *

A. will have been studying B. will study C. study D. had studied E. studied

___40. She always _____ hard for tests. A. study B. will studied C. studies

D. are studied E. will be studied ___41. Today she _____ hard for the test

A. will have been studying B. had studied C. study D. is studied E. is studying

___42. This whole morning she _____ hard for the test. * A. will have studied B. has studied C. had studied D. is studied E. have studying

___43. We _____ more later this afternoon. A. will have been studying B. will study C. study

D. are studied E. have studied ___44. She _____ for the test the whole night. A. will have studying B. will be studying C. have studied

D. are studied E. have studying ___45. By the time the clock strikes three, we _____ for four long hours. * A. have studied B. will study C. study

D. are studied E. will have studied *Standard introduced in Grade 5.


Diagnostic Grammar and Usage Assessment Answers Directions: If the student misses an item, mark a / in the same number column on the Diagnostic Grammar, Usage, and Mechanics Assessment Mastery Matrix. 1. C 16. C 31. A 2. B 17. B 32. C 3. A 18. E 33. D 4. E 19. D 34. A 5. C 20. C 35. C 6. B 21. D 36. B 7. A 22. B 37. A 8. E 23. B 38. C 9. C 24. C 39. D 10. D 25. D 40. C 11. A 26. A 41. E 12. E 27. D 42. B 13. E 28. A 43. B 14. C 29. C 44. B 15. A 30. E 45. E


Diagnostic Mechanics Assessment Directions for Preparation, Administration, Correction, and Recording the Data

The purpose of this whole class assessment is to determine which of the previous grade-level mechanics Standards, skills, and rules have and have not been mastered. Preparation This two-page assessment should be copied back-to-back for each student. Administration Inform students that this is a test on punctuation and capitalization. Tell them to read each set of directions as they take the test‒especially the boldface directions. Read the first set of directions aloud to get them started. Remind students to print neatly. The assessment is given “whole class” and is un-timed. Most students finish in 10‒15 minutes. Correction Grade the assessment according to the directions on the Diagnostic Mechanics Assessment Answers page. Recording the Data Write the names of your students in alphabetical order on the recording matrix or copy and paste the class roster into an Excel spreadsheet. Record the mechanics deficits for each student in numerical order on the Diagnostic Mechanics Assessment Mastery Matrix. Mark a / for each error in the student’s row on the matrix and assign that Grammar and Mechanics Worksheet for remediation. Ignore errors unrelated to the targeted assessment items.


Diagnostic Mechanics Assessment Directions: Rewrite each of the following with correct punctuation and capitalization. Do not add, remove, or switch around any words. Carefully proofread your work when finished. 1. a friend named john said I am glad I dont need any help on my homework _____________________________________________________________________________________

_____________________________________________________________________________________ 2. that new student paula is from south africa she told me she had never seen the star wars movie in that country Note: Don’t place a comma or a period after “africa.” _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________ 3. she saw pictures of the costumes robots and ship models in the newsweek article the one that featured space camp Note: Don’t place a comma or colon after “article.” _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________

4. yes you should listen to that song called the one monsters howl sometime before halloween _____________________________________________________________________________________

_____________________________________________________________________________________

5. bring both girls best dresses to atlanta georgia to see the play titled up on the roof _____________________________________________________________________________________

_____________________________________________________________________________________


Diagnostic Mechanics Assessment Directions: Rewrite each of the following with correct punctuation and capitalization. Do not add, remove, or switch around any words. Carefully proofread your work when finished.

6. joe please read these chapters knots and cooking to prepare for the boy scouts meeting tonight _____________________________________________________________________________________

_____________________________________________________________________________________

7. mr wong put on his glasses and he read the magazine article titled my dog spoke english _____________________________________________________________________________________

_____________________________________________________________________________________

8. dear mary

what a complete surprise no one had read the short story titled yanks

and rebs about the civil war the whole messy story is sad depressing and true

yours truly

amy _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________


Diagnostic Mechanics Assessment Directions: Each problem has the numbered diagnostic items in enlarged boldface. If the student misses an item, mark a / in the same number column on the Diagnostic Grammar and Mechanics Assessment Mastery Matrix. 55 46 69 (needs both) 70 1. a friend named John said, “I am glad I don’t need any help on my homework” 47 (needs both) 56 (needs both) 71 62 2. that new student, paula, is from South Africa; she told me she had never seen the star wars movie in that country 48 (needs both) 63 3. she saw pictures of the costumes, robots, and ship models in the newsweek article 72 (needs both) 57 (needs both) (the one that featured Space Camp) 49 64 (needs both) 73 58 4. yes, you should listen to that song called “the one monster’s howl” before Halloween 74 50 65 5. bring both girls’ best dresses to atlanta, georgia to see the play titled up on the roof 51 75 66 (needs both sets) 59 (needs both) 6. joe, please read these chapters: “knots” and “cooking” to prepare for the Boy Scouts meeting tonight 76 52 67 (needs both) 7. mr. wong put on his glasses, and he read the magazine article titled “my dog spoke 60

English” 53 (needs both greeting and closing) 8. dear mary, 77 68 (needs both)

what a complete surprise! no one had read the short story titled “yanks 54 (no commas with whole messy story; needs both commas 61 (needs both) with sad, depressing,)

and rebs” about the Civil War the whole messy story is sad, depressing, and true

yours truly,

amy


Diagnostic Spelling Assessment Directions for Preparation, Administration, Correction, and Recording the Data

The purpose of this whole class assessment is to determine which of the previous grade-level spelling patterns have and have not been mastered. Preparation Students take this spelling test on binder paper. You may wish to make an audio recording of the test on your phone or computer for future administrations and make-ups. Administration Inform students that this is a test on spelling patterns. Tell them to print the spelling words. The test should take less than 10 minutes to administer. Correction Mark errors only if the focus spelling pattern is incorrectly applied. For example, if the focus spelling pattern applies the i before e rule, don’t mark bilieve or beliefs wrong, because the student has correctly spelled the focus spelling pattern. Recording the Data Write the names of your students in alphabetical order on the recording matrix or copy and paste the class roster into an Excel spreadsheet. Record the spelling deficits for each student in numerical order on the Diagnostic Spelling Assessment Mastery Matrix. Mark a / for each error in the student’s row on the matrix and assign that Spelling Patterns Worksheet for remediation.


Diagnostic Spelling Assessment Directions: Students number binder paper from 1−20. Administer the spelling test to assess student mastery of the eight conventional spelling rules. "ie”/ "ei” 1. believe I will believe it when I see it. believe 2. receive Did you receive the letter? receive Drop/Keep Final y 3. denied He denied any knowledge of the crime. denied 4. carrying We got tired of carrying the baskets. carrying Drop/Keep Final e 5. skating I had my birthday party at the skating rink. skating 6. wisely She wisely asked the teacher for help. wisely Consonant Doubling 7. forgetting I keep forgetting where I placed my glasses. forgetting 8. commitment The coach questioned his commitment. commitment “ance”/ “ence” 9. significance The significance of her research was huge. significance 10. confidence The teacher earned our highest confidence. confidence “able”/“ible” 11. laughable His clumsy response was laughable. laughable 12. eligible I was now eligible to win the grand prize. eligible /ion/ 13. explosion A loud explosion followed the car crash. explosion 14. musician He made his career as a musician. musician 15. emotional Her poetry triggered an emotional response. emotional Plurals 16. radios We listened to our radios. radios 17. bushes They found the child hiding in the bushes. bushes 18. ladies The ladies softball team won their game. ladies 19. bookshelves They dusted the bookshelves. bookshelves 20. women The women volunteered for the carnival. women


Grammar and Mechanics Worksheets

The Grammar and Mechanics Worksheets are designed to help students learn previous grade-level Grammar and Mechanics Standards, content, skills, and rules. Each worksheet includes concise definitions of the content, skill, or rule with examples, a writing application, a practice section, and a brief formative assessment. The language of instruction in these worksheets complement those found in the Teaching Grammar and Mechanics Interactive Notebooks lessons. Grade 4 includes worksheets #1−63; Grade 5 includes worksheets #1−72; Grade 6 includes worksheets #1−75; Grade 7 includes worksheets #1−75; and Grade 8 includes worksheets #1−77. Preparation 1. Administer both the Diagnostic Mechanics Assessment and the Diagnostic Grammar and Usage Assessment, correct, and chart the content, skills, or rules that your students have not yet mastered on the recording matrices. Record a slash “/” for un-mastered skills, and leave the box blank for mastered skills. 2. Count and total the slashes “/” for each of the 77 Grammar and Mechanics components to determine how many of each Grammar and Mechanics Worksheet you will need to copy. Group the worksheets in separate file folders for students to access. Also copy some sets of the Grammar and Mechanics Worksheet Answers and place these and the Spelling Pattern Worksheet Answers in three-ring binders labeled “Answer Booklets.” 3. Display one of the Grammar and Mechanics Worksheets to introduce the instructional components and explain the directions to your students. Students first read the FOCUS and CONNECT TO WRITING sections and then complete the PRACTICE section. Tell them not to complete the

WRITE section (the formative assessment) until they have self-corrected the PRACTICE section in a colored pencil or pen, so that they can learn from their mistakes before completing the last section. The formative assessment determines whether the student has or has not mastered the grammar, usage, or mechanics content, skill, or rule.


Grammar and Mechanics Worksheets Directions

1. Tell students to begin with the lower numbered worksheets on the recording matrices and to complete only those worksheets indicated by slashes “/”. Tell them that they have already mastered those language convention components left blanks without slashes. 2. When a student has completed all sections of the Grammar and Mechanics Worksheet, except for the ending WRITE section (the formative assessment), the student uses the “Grammar and Mechanics Worksheet Answers” binder to self-correct and self-edit in a colored pencil or pen. Tell students that you do not award a grade for this practice, so there would be no benefit from looking at the answers first. Remind students that they will often learn from their mistakes, especially when they identify and correct them. 3. Next, the student completes the WRITE section and comes up to your desk to mini-conference with you for thirty seconds to review the worksheet. 4. If the student has self-corrected and self-edited the PRACTICE section and "passed" the

WRITE formative assessment, change the slash “/” into an “X” for mastery on the appropriate box on the matrix and record an A on the student’s worksheet. Convert the A to points if you use a point system for grading. 5. If the student did not master the content, skill, or rule on the formative assessment, re-teach during the mini-conference. Then direct the student to re-do the formative assessments and return for re-correction. Helpful Hints Mastery criteria on the WRITE formative assessment are decided by the teacher. If the

student has followed directions and correctly applied the rule, skill, or concept, the student has certainly mastered the Grammar and Mechanics Worksheet. Make sure to ignore irrelevant errors, such as spelling mistakes, in determining mastery; however, do mark and point these out to the student.

Remember that a student can miss items within the PRACTICE section and still master the content, skill, or rule if the student has self-corrected and self-edited and the criteria have been met on the formative assessment.

Limit the length of your mini-conference line to three students. Waiting students can sign up for their places in line on the board and then work on their next worksheet until their turn arrives to conference.

Post the recording matrices on the wall with data listed by student names or student identification numbers. Allow students to use pencil to change the slash “/” into an “X” for mastery on the appropriate box on the matrix.

Set an expectation as to how many Grammar and Mechanics Worksheets and Spelling Pattern Worksheets must be completed per week.



Parts of Speech #1 Proper Nouns

#2 Common Nouns #3 Pronouns #4 Adjectives #5 Verbs #6 Adverbs #7 Prepositional Phrases #8 Coordinating Conjunctions #9 Subordinating Conjunctions #10 Correlative Conjunctions

Sentence Structure #11 Simple and Complete Subjects #12 Compound Subjects #13 Simple and Complete Predicates #14 Compound Predicates #15 Simple Sentences / Types of Sentences #16 Compound Sentences #17 Complex Sentences #18 Compound-Complex Sentences #19 Fragments #20 Run-Ons Pronouns #21 Subject Case Pronouns #22 Object Case Pronouns #23 Intensive and Reflexive Pronouns #24 Pronoun‒Antecedents #25 Who, Whose, Whom, That, Which #26 Indefinite People Pronouns

#27 Indefinite Size or Amount Pronouns Modifiers #28 Past Participles #29 Present Participles #30 Dangling / Misplaced Modifiers #31 Short Comparative Modifiers #32 Short Superlative Modifiers #33 Long and “__ly” Comparative Modifiers #34 Long and “__ly” Superlative Modifiers



Verb Tenses and Forms #35 Linking and Helping Verbs #36 Modals #37 Past Tense Verbs #38 Past Progressive Verbs #39 Past Perfect Verbs #40 Present Tense Verbs #41 Present Progressive Verbs #42 Present Perfect Verbs #43 Future Tense Verbs #44 Future Progressive Verbs #45 Future Perfect Verbs Commas #46 Commas with Speaker Tags #47 Commas with Appositives #48 Commas within Series #49 Commas with Introductions #50 Commas with Geography #51 Commas with Nouns of Direct Speech #52 Commas with Conjunctions #53 Commas in Letters #54 Commas with Coordinate Adjectives Capitalization #55 Capitalization of People / Characters #56 Capitalization of Places #57 Capitalization of Things #58 Capitalization of Holidays and Dates #59 Capitalization of Organizations and Businesses #60 Capitalization of Language and People Groups #61 Capitalization of Events and Historical Periods Quotation Marks / #62 Movie and Television Show Titles Underlining (Italics) #63 Book / Magazine / Newspaper / Website Titles #64 Song / Poem Titles #65 Play / Work of Art Titles #66 Book Chapter Titles #67 Article Titles #68 Short Story / Document Titles #69 Direct Quotations Additional Punctuation #70 Apostrophes (Contractions) #71 Semicolons #72 Parentheses / Dashes #73 Apostrophes (Singular Possessives) #74 Apostrophes (Plural Possessives) #75 Colons #76 Periods with Abbreviations / Initials / Acronyms #77 Exclamation Points


Grammar and Mechanics Worksheet #1

FOCUS Proper Nouns A proper noun is the name of a person, place, or thing. It can be acted upon and is capitalized.

CONNECT TO WRITING Whenever possible, use specific proper nouns rather than common nouns. A proper noun may be a single word, a group of words (with or without abbreviations), or a hyphenated word. Capitalize all words that make up proper nouns, except articles (a, an, and the), prepositions, such as of, to, and from, and conjunctions, such as and, or, and but. Examples: Josh was honored person

at U.S. Memorial Auditorium place with the Smith-Lee Award. thing PRACTICE Circle or highlight the proper nouns in the following story.

John Francis left his home in Beatrice, Nebraska in 1941, shortly before the start of

World War II. Traveling first by bus to Chicago, he then boarded the Southwestern Chief to ride to Los Angeles. At Grand Central Station, John met his sister, Jane, and immediately began looking for part-time work and an apartment. He found employment at Blix Hardware on Western Avenue and a room to rent in nearby South Hollywood.

When war was declared, John enlisted in the army and was stationed at Fort Ord. He played trumpet in the Army Band and was promoted to the rank of Staff Sergeant. The United

States was fortunate to have so many young men, like John, serving their country. After the war in 1945, John enrolled in the University of Southern California, paying his

tuition with money from the G.I. Bill. Graduating Cum Laude with degrees in Business and Social Science, he continued to play trumpet in clubs all over Southern California. Upon marrying Janice Jones, he took a job at California Federal Savings and Loan and was promoted

to Senior Vice-President. He and his wife raised two children, Mark and Robin.

WRITE Compose your own sentence with person, place, and thing proper nouns. ______________________________________________________________________________ ______________________________________________________________________________



FOCUS Common Nouns A common noun is an idea, person, place, or thing. CONNECT TO WRITING Whenever possible, use specific common nouns rather than general common nouns. A common noun can be a single word, a group of words, or a hyphenated word and is capitalized only at the start of a sentence. Examples: It takes self-control idea

for a teenager person to drive to school place

in a sports car. thing PRACTICE Sort the following common nouns as an idea, person, place, or thing in the correct columns: mountain, friendship, teacher, neighborhood, food, self-image, freedom, toy, fire-fighter, cousin, rock, country, lamp stand, football stadium, police officer, self-confidence, grandfather clock, family room, brother-in-law, world peace

IDEA PERSON PLACE THING _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ WRITE Compose four sentences, using a common noun from each category. Use none of the common nouns listed on this worksheet. Be as specific as possible. idea __________________________________________________________________________ person ________________________________________________________________________ place _________________________________________________________________________ thing _________________________________________________________________________



FOCUS Pronouns A pronoun is a word used in place of a proper noun or common noun. Examples: Ted is ready. He is never late. The game has already started. Ted will watch it at home. CONNECT TO WRITING Pronouns are used to avoid repeating the same noun over and over again. Pronouns are used in the first person, second person, or third person points of view. Avoid first and second person pronouns in essays designed to inform or convince your reader. The first person pronoun stands for the one speaking. Examples: Singular I, me, my, mine, myself Plural we, us, our, ours, ourselves The second person pronoun stands for the person to whom one is speaking. Examples: Singular you, your, yours, yourself Plural you, your, yours, yourselves The third person pronoun stands for the one spoken about. Examples: Singular he, she, it, him, her, its, his, hers, himself, herself, itself Plural they, them, their, theirs, themselves

PRACTICE Underline the pronouns in this phone conversation. “Hello,” said Susan.

“Is this the owner of the car for sale?” the caller asks.

“It, is I,” replies Susan. “Who is calling?”

“The one paying you full price for your car. My name is Marcy. What’s yours?”

“Susan,” she says. “But let me get my husband. Actually, he is selling his car, not mine.

“Suit yourself, says Marcy. Put him on the phone.” WRITE Finish the rest of this phone conversation, using at least two different pronouns. ______________________________________________________________________________ ______________________________________________________________________________



FOCUS Adjectives An adjective modifies a proper noun, a common noun, or a pronoun and answers Which one? How many? or What kind?

CONNECT TO WRITING Adjectives usually are placed before nouns and pronouns. Whenever possible, use specific, rather than general adjectives. For example, adjectives such as interesting, nice, and exciting are general adjectives. Examples: Type of Adjective Too General Specific Which One? That park That city park

How Many? had some playgrounds had two playgrounds What Kind? swimming pools. huge swimming pools.

PRACTICE Sort the following italicized adjectives into the correct columns: twenty-story building, most sports, juicier hamburgers, these games, that bright color, a dozen flowers, the muddy Missouri River, few announcements, this idea, those desserts, navel orange, thousands of islands, spicy pizza, certain groups, loud rap music

Which One? How Many? What Kind? ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ WRITE Compose three sentences, using an adjective from each category. Use none of the adjectives listed on this worksheet. Be as specific as possible. Which One? ___________________________________________________________________ How Many? ___________________________________________________________________ What Kind? ___________________________________________________________________



FOCUS Verbs A verb completes three types of actions:

A verb can mentally act. Examples: think, like, wonder, know A verb can physically act. Examples: run, talk, eat A verb can also link a noun or pronoun to another word or words in the sentence. These

are knows as state of being verbs. Examples: is, am, are, was, were, be, being, been, appear, become, feel, grow, keep, look, remain, seem, smell, sound, seem, stay, taste

CONNECT TO WRITING A verb can be singular or plural and must match the noun or pronoun it acts upon or modifies. Singular nouns often match verbs ending in s. Plural nouns often use verbs that don’t end in s. Examples: Amanda walks. They walk. Some verbs add a helping verb in front of the verb. Helping verbs include the “to be” verbs: is, am, are, was, were, be, being, been; the “to do” verbs: do, does, did; the “to have” verbs: has, have, had; and the modals: can, could, may, might, must, shall, should, will, and would. Examples: Tim was thinking. He did not need her help, but she had offered, and he might need assistance later. PRACTICE Identify each type of verb action in the parentheses following each verb (mental, physical, state of being). Then underline each of the helping verbs. I know (________________________) that he had run (________________________) a full mile before, but he might be (________________________) too tired right now. He did walk (________________________) a mile yesterday. WRITE Compose three of your own sentences with the three types of verb actions. Include at least one singular and plural verb plus at least one helping verb. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________



FOCUS Adverbs An adverb describes a verb, an adjective, or an adverb and answers What degree? How? Where? or When? The adverb may be found before or after the word that it modifies. Examples: Trey walked more What degree?

carefully How? late at night When?

there at the docks. Where? CONNECT TO WRITING As a matter of good writing style, place shorter adverbial phrases in front of longer ones. Example: The family walks around the block after every Thanksgiving Dinner. Explanation: The shorter adverbial phrase around the block is properly placed before the longer after every Thanksgiving Dinner. As a matter of good writing style, place specific adverbs before general ones. Example: It should be exactly where I said, next to her, or somewhere over there. Explanation: The more specific adverbs exactly where and next are properly placed before the more general somewhere over there. PRACTICE Sort these adverbs into the following categories: often, everywhere, slowly, one o’clock, mostly, carefully, nearby, later, here, less, easily, mainly What Degree How Where When ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ WRITE Compose four sentences with adverbs from each category. Use none of the adverbs listed on this worksheet. What Degree __________________________________________________________________ How _________________________________________________________________________ Where ________________________________________________________________________ When ________________________________________________________________________



FOCUS Prepositional Phrases A preposition is a word that shows some relationship to an object (a proper noun, a common noun, or a pronoun). The preposition is always part of a phrase. A phrase is a group of related words without a noun and connected verb. The preposition asks “What?” and the object follows with the answer. A preposition tells when, where, or how something happens. Examples: When it happens: Our teacher leaned against the wall. against what? …the wall Where it happens: Under the bed the cat hid. Under what? …the bed How it happens: We travelled by bus. by what? …bus CONNECT TO WRITING We often end spoken sentences with a preposition, but avoid this in your writing. Example: Spoken sentence‒“Who will you go to?” Written sentence‒“To whom will you go?” Here is a list of commonly-used prepositions. Memorizing this list will help you notice prepositions in your reading and use them in your writing. aboard, about, above, according to, across, after, against, along, among, around, as, as to, at, before, behind, below, beneath, beside, between, beyond, but, by, despite, down, during, except, for, from, in, inside, instead of, into, in place of, in spite of, like, near, next, of, off, on, onto, outside, out of, over, past, regardless of, since, than, through, throughout, to, toward, under, underneath, unlike, until, up, upon, with, within, without PRACTICE Underline the prepositions, and [bracket] their objects. Then draw an arrow from each preposition to its object.

“I pledge allegiance to the flag of the United States of America and to the republic for

which it stands: one nation under God, indivisible, with liberty and justice for all.” These words

are spoken in schools throughout America each day. The right hand is placed over the heart and

eyes are focused on the flag. Children stand to say the pledge and give respect to our country.

WRITE Compose your own sentence or two with three different prepositional phrases. ______________________________________________________________________________ ______________________________________________________________________________



FOCUS Coordinating Conjunctions A conjunction joins words, phrases, or clauses together. CONNECT TO WRITING A coordinating conjunction connects words, phrases, or clauses with related meanings. The memory trick FANBOYS (For-And-Nor-But-Or-Yet-So) may help you remember the common two or three-letter coordinating conjunctions. Example: Two desserts are fine, but three are better. PRACTICE Read the following short story and fill in the blanks with the correct coordinating conjunctions. Liz ____________ Pam both wanted to see the new scary movie, ____________ they were afraid. The friends did not want to go alone, ____________ did they want to go with their parents. The girls decided to get more friends to go, ____________ they bought a dozen tickets ____________ treated ten of their friends to a free movie. Liz planned on buying popcorn, ____________ not drinks for her friends. Pam did not have much money, ____________ she decided to buy candy for all of her friends. The movie was scary, ____________ it was fun to see it with lots of friends. Both Liz ____________ Pam say that their friends will have to pay their own way the next time. They would like to always treat their friends but they can’t, ____________ it would just be too expensive.

WRITE Compose your own sentence or two using two or more coordinating conjunctions. ______________________________________________________________________________ ______________________________________________________________________________


Grammar and Mechanics Worksheet Answers

Grammar, Usage, and Mechanics Worksheet #1 Practice Answers John Francis, Beatrice, Nebraska, World War II, Chicago, Southwestern Chief, Los Angeles, Grand Central Station, John, Jane, Blix Hardware, Western Avenue, South Hollywood, John, Fort Ord, Army Band, Staff Sergeant, United States, John, John, University of Southern California, G.I. Bill, Cum Laude, Business, Social Science, Southern California, Janice Jones, California Federal Savings and Loan, Senior Vice-President, Mark, Robin Grammar, Usage, and Mechanics Worksheet #2 Practice Answers idea: friendship, self-image, freedom, self-confidence, world peace person: teacher, fire-fighter, cousin, police officer, brother-in-law place: mountain, neighborhood, country, football stadium, family room thing: food, toy, rock, lamp stand, grandfather clock Grammar, Usage, and Mechanics Worksheet #3 Practice Answers “Hello,” said Susan. “Is this the owner of the car for sale?” the caller asks. “It, is I,” replies Susan. “Who is calling?” “The one paying you full price for your car. My name is Marcy. What’s yours?” “Susan,” she says. “But let me get my husband. Actually, he is selling his car, not mine. “Suit yourself, says Marcy. Put him on the phone.” Grammar, Usage, and Mechanics Worksheet #4 Practice Answers Which One? these, that, this, those, certain How Many? twenty-story, most, dozen, few, thousands What Kind? juicier, muddy, navel, spicy, loud Grammar, Usage, and Mechanics Worksheet #5 Practice Answers I know (mental) that he had run (physical) a full mile before, but he might be (state of being) too tired right now. He did walk (physical) a mile yesterday. Grammar, Usage, and Mechanics Worksheet #6 Practice Answers What Degree: mostly, less, mainly How: slowly, carefully, easily Where: everywhere, nearby, here When: often, one o’clock, later


Grammar and Mechanics Worksheet Answers

Grammar, Usage, and Mechanics Worksheet #7 Practice Answers to [flag], of [United States], of [America], to [republic], for [which], under [God], with [liberty], for [all], in [schools], throughout [America], over [heart], on [flag], to [country] Grammar, Usage, and Mechanics Worksheet #8 Practice Answers and, but, yet, so, and, but, yet, but (yet), and, for


Spelling Pattern Worksheets

The Spelling Pattern Worksheets are designed to help students master the kindergarten–seventh grade sound-spelling patterns. Each worksheet focuses on one spelling pattern and includes sound-spelling example words, a spelling sort, rhymes or book searches, word jumbles, a short writing application, and a brief formative dictations assessment. Each of these 20 worksheets corresponds with the spelling patterns tested on the Diagnostic Spelling Assessment. In other words, Spelling Pattern Worksheet #1 helps the student learn the sound-spelling pattern tested as #1 on the Diagnostic Spelling Assessment. Step by Step Directions to Individualize Spelling Instruction 1. Tell students to begin with the lower numbered worksheets on the recording matrices and to complete only those worksheets indicated by slashes (/). Tell them that they have already mastered those spelling patterns. 2. When a student has completed the FOCUS, SORT and JUMBLE sections, the student uses the “Answer Booklet” to self-correct and self-edit in a colored pencil or pen. Tell students that you do not award a grade for this practice, so there would be no benefit from looking at the answers first. Remind students that we often learn from our mistakes, especially when we identify and correct them. 3. Next, the student completes the RHYME (or SEARCH) and WRITE sections and comes up to your desk to mini-conference with you for thirty seconds to review the worksheet. 4. If the student has self-corrected and self-edited the SORT and JUMBLE sections and "passed" the RHYME (or SEARCH) and WRITE formative assessments, change the slash (/) into an “X” for mastery on the appropriate box on the matrix and record an A on the student’s worksheet. Convert the A to points, if you use a point system for grading. 5. If the student did not master the rule, skill, or concept on the formative assessment, re-teach during the mini-conference. Then direct the student to re-do the formative assessments and return for re-correction. *Teachers wishing to implement a comprehensive grade-level spelling program with weekly spelling tests, a complete diagnostic spelling assessment with corresponding assessment-based worksheets, syllabication worksheets, spelling review games, and more should preview Differentiated Spelling Instruction on the penningtonpublishing.com.


Spelling Pattern Worksheet #1 “_ie” FOCUS The long e sound (/ē/) is usually spelled as “_ie” (piece). The long i sound (/ī/) can also be spelled as “_ie” (pie). SORT Write each word in the correct column. fries tied relief field lied niece replies frontier achieve tries cried belief Long /e/ “_ie” Spellings Long /i/ “_ie” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with “_ie” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the “_ie” spelling found in each jumbled word. esrid _______________________ sielf _______________________ lyied _______________________ sudsiertni* _______________________

*Bonus WRITE Compose a sentence using two of your own “_ie” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #2 “ei” FOCUS The long e sound (/ē/) is spelled as “_ei” following a c (receive). The long a sound (/ā/) can also be spelled as “ei” (eight). SORT Write each word in the correct column. weight conceive neighbor reins perceive conceit ceiling deceit their sleigh feint receipt Long /e/ “_ei” Spellings Long /a/ “ei” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with “ei” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the “ei” spelling found in each jumbled word. eviecer _______________________ eednrier _______________________ hgeentie _______________________ ecedvire* _______________________

*Bonus WRITE Compose a sentence using two of your own “ei” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #3 Drop Final y before Suffix FOCUS Change the “y” to “i” if there is a consonant before the “y” with a suffix beginning with any letter other than “i” (pretty + est = prettiest). SORT Write each word in the correct column. stayed flying scariest plentiful happiness keyless fairies cherries playful driest enjoyment boyish Change Final “y” to “i” before Suffix Keep Final y before Suffix ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words which change the “y” to “i” that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___

JUMBLE Write the word with the drop the final y before the suffix spelling for each jumbled word. redit _______________________ ginyla _______________________ tiesabiil _______________________ nnoniyga* _______________________

*Bonus WRITE Compose a sentence using three of your own drop the final y before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #4 Keep Final y before Suffix FOCUS When adding on a suffix to a root that ends in a y, keep the “y” if there is a vowel before that “y” (stayed). Also keep the “y” if there is a consonant before the “y” with a suffix beginning with “i” (babyish).

SORT Write each word in the correct column.

employment ferrying betrayed eyed studying obeyed implying delaying carrying flying curtseyed burying

Keep “y” with Vowel–“y” Keep “y” with Consonant–“y–“i” –Suffix ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SEARCH In a book find four words which keep the final y before suffix that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___

JUMBLE Write the word with the keep the final y before the suffix spelling for each jumbled word. ylinglub _______________________ yamsedid _______________________ kengiycoj _______________________ comaccnpaying* _______________________

*Bonus WRITE Compose a sentence using three of your own keep the final y before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #5 Drop Final e before Suffix FOCUS When adding on a suffix to a root that ends in silent final e, drop the “e” if the suffix begins with a vowel (take + ing = taking). SORT Write each word in the correct column. stolen movement homeless survival likeness making careful purely illustration pleasure nicely tickling Drop Final e before Suffix Keep Final e before Suffix ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words which drop the final e before suffix that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the drop the final e before the suffix spelling for each jumbled word. nigtaws _______________________ cylkuiq _______________________ lcsoyle _______________________ tementsta* _______________________

*Bonus WRITE Compose a sentence using two of your own drop the final e before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #6 Keep Final e before Suffix

FOCUS Keep the “e” if any of these apply: 1. The suffix begins with a consonant (wisely) 2. The root ends in soft g followed by the “able” suffix (noticeable, changeable) 3. The root ends in soft c or g followed by the “ous” suffix (courageous) 4. The root ends in “ee” (seeing) 5. The root ends in “oe” (canoeing) 6. The root ends in “ye” (eyeing). shoed basement dyed traceable tiptoed goodbyes outrageous guaranteed agreeing advantageous changeable actively Suffix Begins with Consonant _______________________ _______________________ Soft “c” or “g”–able _______________________ _______________________ Soft g”–ous _______________________ _______________________ Root ends in “ee” _______________________ _______________________ Root ends in “oe” _______________________ _______________________ Root ends in “ye” _______________________ _______________________

SEARCH In a book find four words which keep the final e before suffix that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___

JUMBLE Write the word with the keep the final e before the suffix spelling for each jumbled word. reylus _______________________ teveod _______________________ eyds _______________________ ecblaeape* _______________________

*Bonus WRITE Compose a sentence using three of your own keep the final e before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #7 Double Consonant before Suffix FOCUS Double the consonant ending a base word or incomplete root when adding on a suffix if all three of these apply: 1. The accent is on the ending base word or incomplete root (com/mít) 2. The base word or root ends in a vowel then a consonant (commit) 3. The suffix begins with a vowel (commit + ed = committed). SORT Write each word in the correct column. drummer prediction unfairness stopping entered hopeless permitted baggage Double Consonant before Suffix No Double Consonant before Suffix ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with double consonant before the suffix spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the double consonant spelling found in each jumbled word. tetingi _______________________ naccleeld _______________________ npohpig _______________________ utoitewtd* _______________________

*Bonus WRITE Compose a sentence using two of your own double consonant before the suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #8 Single Consonant before Suffix FOCUS Keep a single consonant ending for a base word or incomplete root when adding on a suffix if any of three of these apply: 1. The accent is on the first syllable of a multi-syllabic word (fór/est–forested) 2. The base word or root ends in two consonants (park–parking) 3. The suffix begins with a consonant (commitment). SORT Write each word in the correct column. biggest equipment weakness convention suffering admitted batteries shocking Single Consonant before Suffix Double Consonant before Suffix ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with single consonant before suffix spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the single consonant before suffix spelling found in each jumbled word. nitiwag _______________________ satbeld _______________________ reouislsy _______________________ voengremnt* _______________________

*Bonus WRITE Compose a sentence using two of your own single consonant before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #9 “ant,” “ance,” and “ancy” FOCUS End a word with the suffixes “ant,” “ance,” or “ancy” (not “ent,” “ence,” or “ency”) if the root before has a hard /c/ or /g/ sound (significant, elegance, vacancy). as in Also, spell “ant,” “ance,” or “ancy” if the root ends with “ear” or “ure” (clearance, insurance). SORT Write each word in the correct column. attendance ingredient applicant clearance circumference endurance decency assurance reference intelligent confidence mutant “ance” Spellings “ence” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with “ance” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the “ance” spelling found in each jumbled word. sssaattin _______________________ cnyega _______________________ nterap _______________________ stncebusa* _______________________

*Bonus WRITE Compose a sentence using two of your own “ance” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #10 “ent,” “ence,” and “ency” FOCUS End a word with the suffixes “ent,” “ence,” or “ency” (not “ant,” “ance,” or “ancy”) if the root before has a soft /c/ or /g/ sound (magnificence, intelligence, emergency). Also, spell “ent,” “ence,” or “ency” if the root ends with “id” or “ere” (residence, reverence). SORT Write each word in the correct column. significance sufficiency avoidance abundant frequent difference alliance contingency irritant coherence extravagance innocent “ence” Spellings “ance” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with “ence” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the “ence” spelling found in each jumbled word. forprepnamce ____________________________ snrterpee ____________________________ engcyru ____________________________ blancemeres* ________________________

*Bonus WRITE Compose a sentence using three of your own “ence” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #11 “able” FOCUS Spell “able” as a suffix (and not “ible”) if the root before the suffix has a hard /c/ or /g/ sound (cable, gable). Also spell “able” after a base word, including those ending in a silent e (teachable, likeable). SORT Write each word in the correct column. flexible terrible variable invisible forcible favorable remarkable convertible applicable huggable ineligible adorable “able” Spellings “ible” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with “able” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the “able” spelling found in each jumbled word. llbleays _______________________ errlebit _______________________ ilbseiv _______________________ mfocalbetro* _______________________

*Bonus WRITE Compose a sentence two two of your own “able” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #12 “ible” FOCUS Spell “ible” as a suffix (and not ”able”) if the root before the suffix has a soft /c/ or /g/ sound (reducible, eligible). Also spell “ible” after an incomplete root (visible) and after a root ending in “ss” (permissible). SORT Write each word in the correct column. taxable reliable illegible quotable despicable audible singable questionable possible edible invincible collapsible “ible” Spellings “able” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with “ible” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the “ible” spelling found in each jumbled word. lrrbieho _______________________ ssnbilee _______________________ aaivalbe _______________________ navablega* _______________________

*Bonus WRITE Compose a sentence using two of your own “ible” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #13 /ion/ “cian” FOCUS If the suffix sounds like /shun/ and indicates a person, spell “cian” (musician). SORT Write each word in the correct column. magician politician conviction pediatrician destination possession electrician dietician depression mortician national missionary /ion/ “cian” Spellings Other /ion/ Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with /ion/ “cian” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the /ion/ “cian” spelling found in each jumbled word. cianiutaeb _______________________ ticpoain _______________________ siicahnyp _______________________ metnaicsoci* _______________________

*Bonus WRITE Compose a sentence using three of your own /ion/ “cian” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #14 /ion/ “sion” FOCUS When a suffix sounds like /shun/ and follows an l or s, spell “sion” (expulsion, mission). Also, when the suffix sounds like /zyun/, spell “sion” (explosion). SORT Write each word in the correct column. permission confusion compulsion supervision conversion concession impression invasion decision discussion division propulsion /shun/ after l or s “sion” Spellings /zyun/ “sion” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with /ion/ “sion” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the /ion/ “sion” spelling found in each jumbled word. sionxelup _______________________ ssesnio _______________________ sasoinp _______________________ nocsoinluv* _______________________

*Bonus WRITE Compose a sentence using three of your own /ion/ “sion” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #15 /ion/ “tion” FOCUS The /ion/ sound is most often spelled “tion” (motion). SORT Write each word in the correct column. musician admission potion technician operation expression mention solution protection option illusion explosion /ion/ “tion” Spellings Other /ion/ Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with /ion/ “tion” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the /ion/ “tion” spelling found in each jumbled word. ctinoa _______________________ tannio _______________________ cutnoia _______________________ moteionla* _______________________

*Bonus WRITE Compose a sentence using three of your own /ion/ “tion” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #16 Add “s” after Vowel-“o” and “y” to Form Plurals FOCUS Most nouns form plurals by adding an “s” to the end of the word (computers), including nouns which end in a vowel then an “o” (radios) or nouns which end in a vowel then a “y” (monkeys). SORT Write each word in the correct column. rodeos ratios subways Fridays guys duos alleys jerseys bellboys stereos videos trios Vowel-“o” Plural Spellings Vowel-“y” Plural Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with vowel-o and y plurals that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the vowel-o and y plurals found in each jumbled word. ptaois _______________________ duaois _______________________ yskenod _______________________ drysouorc* _______________________

*Bonus WRITE Compose a sentence using two of your own vowel-o and y plurals spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #17 Add “es” after /x/, /ch/, /sh/, /s/, and /z/ to Form Plurals FOCUS Form plurals by adding “es” onto nouns ending in /x/ (boxes), /ch/ (riches), /sh/ (lashes), /s/ (roses), and /z/ (fizzes). SORT Write each word in the correct column. taxes glasses fizzes states houses changes gloves times ladies hives axes beaches /x/, /ch/, /sh/, /s/, and /z/ Spellings Other “es” Plural Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with /x/, /ch/, /sh/, /s/, or /z/ spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the /x/, /ch/, /sh/, /s/, or /z/ spelling found in each jumbled word. xosef _______________________ hsased _______________________ sawex _______________________ waesshrac* _______________________

*Bonus WRITE Compose sentences using each of the /x/, /ch/, /sh/, /s/, and /z/ spelling words. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #18 Change Consonant-“y” to “i” and add “es” to Form Plurals

FOCUS For nouns ending in a consonant then a “y” change the “y” to an “i” and add “es” (companies). For nouns ending in a consonant then an “o” add “es” (stereos).

SORT Write each word in the correct column.

tomatoes berries superheroes policies lassoes daisies batteries bodies echoes canoes fairies oboes sd Change y to i and add “es” Consonant-“o” add “es” ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SEARCH In a book find two words with consonant-“y” changed to “ies” and two words with consonant-“o” then “es” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___

JUMBLE Write the words with with consonant-“y” changed to “ies” and the words with consonant-“o” then “es” spellings found in each jumbled word. tesiud _______________________ odes _______________________ sehos _______________________ viesaacnc* _______________________

*Bonus WRITE Compose a sentence using a consonant-“y” changed to “ies” and one consonant-“o” then “es” spellings. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #19 Change “fe” to “ves” to Form Plurals FOCUS For nouns ending in /f/, change the “f” to “v” and add “es” onto the end to form plurals (knives). SORT Write each word in the correct column. thieves services activities themselves families shelves supplies machines vehicles leaves wolves calves Change “fe” to “ves” Spellings Other “es” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with change “fe” to “ves” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the change “fe” to “ves” spelling found in each jumbled word. viles _______________________ oohves _______________________ vesseroul _______________________ wdavrse* _______________________

*Bonus WRITE Compose a sentence using two of your own change “fe” to “ves” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet #20 Irregular Plurals

FOCUS English has many irregular plural spellings. The irregular plurals change the vowel of the singular noun (man–men); they change the word (person–people); they change the ending of the singular noun (cactus–cacti); or they keep the same spelling as the singular noun (deer-deer).

SORT Write each word in the correct column. selves women bookcases children berries treetops alumni sheep boxes fish churches matrices

Irregular Plural Spellings Regular Plural Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SEARCH In a book find four words with irregular plural spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___

JUMBLE Write the word with the irregular plural spelling found in each jumbled word. eerd _______________________ xoen _______________________ ceim _______________________ ppenaceids* _______________________

*Bonus WRITE Compose a sentence using two of your own irregular plural spelling words. ____________________________________________________________________________ ____________________________________________________________________________.


Spelling Pattern Worksheet Answers

Spelling Sort #1 Spelling Sort #2 relief fries conceive weight field tied perceive neighbor niece lied conceit reins frontier replies ceiling their achieve tries deceit sleigh belief cried receipt feint Jumble #1 Jumble #2 dries flies receive reindeer yield industries eighteen deceiver Spelling Sort #3 Spelling Sort #4 scariest stayed employment ferrying plentiful flying betrayed studying happiness keyless eyed implying fairies playful obeyed carrying cherries enjoyment delaying flying driest boyish curtseyed burying Jumble #3 Jumble #4 tried laying bullying dismayed abilities annoying jockeying accompanying Spelling Sort #5 Spelling Sort #6 stolen movement basement actively survival homeless traceable changeable making likeness outrageous advantageous illustration careful guaranteed agreeing pleasure purely shoed tiptoed tickling nicely dyed goodbyes Jumble #5 Jumble #6 wasting quickly surely vetoed closely statement dyes peaceable Spelling Sort #7 Spelling Sort #8 drummer prediction equipment biggest stopping unfairness weakness suffering permitted entered convention admitted baggage hopeless shocking batteries Jumble #7 Jumble #8 letting cancelled waiting blasted hopping outwitted seriously government



Spelling Sort #9 Spelling Sort #10 attendance ingredient sufficiency significance applicant circumference frequent avoidance clearance decency difference abundant endurance reference contingency alliance assurance intelligent coherence irritant mutant confidence innocent extravagance Jumble #9 Jumble #10 assistant agency performance represent parent substance urgency resemblance Spelling Sort #11 Spelling Sort #12 variable flexible illegible taxable favorable terrible audible reliable remarkable invisible possible quotable applicable forcible edible despicable huggable convertible invincible singable adorable ineligible collapsible questionable Jumble #11 Jumble #12 syllable terrible horrible sensible visible comfortable available navigable Spelling Sort #13 Spelling Sort #14 Spelling Sort #15 magician conviction permission confusion potion musician politician destination compulsion supervision operation admission pediatrician possession concession conversion mention technician electrician depression impression invasion solution expression dietician national discussion decision protection illusion mortician missionary propulsion division option explosion Jumble #13 Jumble #14 Jumble #15 beautician optician expulsion session action nation physician cosmetician passion convulsion auction emotional Spelling Sort #16 Spelling Sort #17 Spelling Sort #18 rodeos subways taxes states berries tomatoes ratios Fridays glasses houses stories superheroes duos guys fizzes changes marries lassoes stereos alleys ladies gloves batteries echoes videos jerseys hives times factories canoes trios bellboys axes beaches fairies oboes Jumble #16 Jumble #17 Jumble #18 patios audios foxes dashes duties does donkeys corduroys waxes carwashes shoes vacancies



Spelling Sort #19 Spelling Sort #20 thieves services women selves themselves activities children bookshelves shelves families alumni berries leaves supplies sheep treetops wolves machines fish boxes calves vehicles matrices churches Jumble #19 Jumble #20 lives hooves deer oxen ourselves dwarves mice appendices


Teaching Grammar and Mechanics Interactive Notebook Grade 7 Alignment Document LC = Language Conventions; LA = Language Application; SP = Spelling Patterns; LW = Language Worksheets; GUM = Grammar, Usage, and Mechanics Worksheets; SPW = Spelling Pattern Worksheets; AA = Appendix A; AB = Appendix B; AC = Appendix C; AD = Appendix D; SW = Student Workbook; VW = Vocabulary Worksheets

Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Language Strand

Standards

Conventions of Standard English Grammar and Usage Standards

L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific sentences.

LC/SW 14, 18, 20, 21, 23, 24, 35-37, 44, 50 LA/SW 20, 22-24, 26, 28, 30, 36, 46, 48, 50, 52, 53 GUM 15, 16

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

LC/SW 50 GUM 13-16

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

LC/SW 45-50 LA/SW 33

Conventions of Standard English Mechanics and Spelling Standards

L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

LC/SW 28

b. Spell correctly. LC/SW 1-64 SP/SW 1-32 SPW 1-72

Knowledge of Language Knowledge of Language Standards

L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

LC/SW 39, 40 LA/SW 7, 15, 23, 49, 54



Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Language Strand

Standards

Vocabulary Acquisition and Use Vocabulary Acquisition and Use Standards

L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

VW Even and Odd

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

VW Odd

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

VW Odd

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

VW Odd

L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

VW Odd

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

VW Even

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

VW Even

L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

VW Even



Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Language Strand *Language Progressive Skills

Grammar and Usage Standards

Mechanics Standards

Knowledge of Use Standards

Vocabulary Acquisition and Use Standards

L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.

LC/SW 15, 31, 45, 46 GUM 9-12, 21-23, 25-28

LW

L.3.3a. Choose words and phrases for effect.

LC/SW 1, 2, 8-10, 18, 23, 44, 48, 49, 50

LA/SW Odd VW Even AD

L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

LC/SW 15, 19 GUM 17-20 LW

LW

L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).

VW Odd

L.4.3b. Choose punctuation for effect. LC/SW 49, 50, 52 GUM 72

L.5.1d. Recognize and correct inappropriate shifts in verb tense.

LC/SW 47 GUM 33-38

L.5.2a. Use punctuation to separate items in a series.2

LC/SW 4, 5, 10-15, 20, 26, 28 GUM 43, 45, 48, 66

L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person.

LC/SW 25, 31, 32

L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

LC/SW 27-29, 33

L.6.1e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

LC/SW 52-56



Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Language Strand *Language Progressive Skills

Grammar and Usage Standards

Mechanics Standards

Knowledge of Use Standards

Vocabulary Acquisition and Use Standards

L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

LC/SW 30, 51-53 GUM 67

L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style.3

LC/SW 20, 21, 23, 24, 34-37, 44, 48-51

LA/SW Even AA

L.6.3b. Maintain consistency in style and tone.

LA/SW 11, 13, 27, 29, 39, 45, 47 LW AC

L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

LC/SW 42, 43

LA/SW 33, 35

L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

LA/SW Odd, 52, 54

VW Odd and Even