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Section I: Subject/Verb Agreement—Circle the correct answer
1) Which of the following uses subject-verb agreement INCORRECTLY?
a) The trees lost several of their branches in the thunderstorm last night.
b) Most of us wish that we did not have to give an oral report.
c) Neither of the movies were especially funny.
d) All of the above use subject-verb agreement incorrectly.
2) Which one of the following uses subject-verb agreement CORRECTLY?
a) The tremendous force of tidal waves causes great destruction.
b) Walls of earth and stone along the shore is often too weak to protect coastal villages.
c) Anyone with binoculars are popular at a large stadium.
d) All of the above use subject-verb agreement correctly.
3)
Which one of the following uses subject-verb agreement CORRECTLY?
a) Each of the Jordan brothers practice at my studio every day.
b) One of the Spanish teachers supervises the language lab.
c) Most of our dreams occurs near morning.
d) All of the above use subject-verb agreement correctly.
4) Which one of the following uses subject-verb agreement INCORRECTLY?
a) Few of us truly understand the four cycles of sleep.
b) The water in the earth’s oceans covers much of the planet’s surface.
c) Many fiestas fills Mexico City’s social calendar.
d) All of the above use subject-verb agreement incorrectly.
5)
Which of the following uses subject-verb agreement CORRECTLY?
a) Many of our dreams is about the day’s events.
b) Everyone with an interest in sports is at the tryouts.
c) No one on either team were in a playoff game before.
d) All of the above use subject-verb agreement correctly.
Section II: Pronoun/Antecedent Agreement-- Choose the correct answer.
In the following pairs, one sentence is correct, and the other sentence has a pronoun-antecedent agreement
error. the Circle the CORRECT answer.
6) A. Each of these computers has their drawbacks.
B. Each of these computers has its drawbacks.
7) A. If job hunters want to make a good impression at an interview, he should be sure to arrive on time.
B. If job hunters want to make a good impression at an interview, they should be sure to arrive on
time.
8) A. Neither of the children appreciates their parents’ sacrifices.
B. Neither of the children appreciates his or her parents’ sacrifices.
9) A. Either of the men could have given his seat to the elderly woman.
B. Either of the men could have given their seat to the elderly woman.
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10) A. The restaurant is about to celebrate its fifth anniversary.
B. The restaurant is about to celebrate their fifth anniversary.
Section III: Correct Sentence Punctuation/ Dialogue and run-on sentences.
11) Choose the correct sentence.
A. Way to go! Shouted Harry.
B. “Way to go!,” shouted Harry.
C. “Way to go!” shouted Harry.
D. “Way to go”! shouted Harry.
12) Choose the correct sentence.
A. Won't you stay pleaded Wynnie, " There will be refreshments and music later."
B. Won't you stay pleaded Wynnie, "there will be refreshments and music later."
C. "Won't you stay," pleaded Wynnie, "there will be refreshments and music later."
D. "Won;t you stay," pleaded Wynnie, "There will be refreshments and music later."
13) Choose the correct sentence.
A. Elinor shouted, "We did it!"
B. Elinor shouted, "we did it!"
C. Elinor shouted we did it.
D. Elinor shouted We did it.
14) Choose the correct sentence.
A. You did a great job! Said Ms. Moore.
B. “Your going to have all A’s this time!” said Ms. Moore.
C. “You’re going to make better grades this term!” said Ms. Moore.
D. All sentences are correct.
15) Choose the correct sentence.
A. “You are doing much better in class,” Said Ms. Edwards.
B. “Stop talking when I am talking, John.” said Ms. Edwards.
C. “Your paper shows great improvement, Jake,” said Ms. Edwards.
D. All sentences are correct.
Section IV: Sentence construction
16) Compound sentences include ____.
a.
b.
c.
d.
Two or more independent clauses and one subordinate/dependent clause.
One subordinate clause.
One independent clause and one subordinate/dependent clause.
Two independent clauses and no subordinate/dependent clauses.
17) A complex sentence is made up of _____.
A. One independent clause and one dependent clause.
B. Two subordinate clauses.
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C.
D.
Two independent clauses and two dependent clauses.
Two independent clauses and no subordinate clauses.
18) A simple sentence can have all of the following except:
A. A subject and a verb.
B. Adjectives C. Dependent clauses.
D. Adverbs
19) The clauses in compound sentences are joined by _________________.
A. Comma and a coordinating conjunction.
B. Semicolon and a coordinating conjunction.
C. Both a and b.
D. Neither a nor b
20) The clauses in compound sentences can also be joined by _____________.
A. Transition words.
B. Prepositions.
C. Colons.
21) Which of the following is an example of a compound sentence:
A. The boy ran through the woods, and it played with the ball.
B. The boy ran through the ball.
C. The boy ran and played in the pool.
D. The boy went to the dance and danced for hours.
22) Which of the following is an example of a complex sentence?
A. Because the runner won, he ran a lap and waved his school’s banner.
B. The runner ran a lap and waved his school’s banner.
C. The runner ran a lap, and he stretched before the race.
D. The runner ran and stretched before the race.
23) Choose the sentence that is compound-complex.
a. Mrs. Moore likes to go running outside in the rain.
b. Mrs. Moore likes to go running, and she loves it to rain.
c. Mrs. Moore likes to go running since it is raining outside.
d. Since it is raining, Mrs. Moore likes to go running because she wants to.
24) What is the structure of the following sentence?
“The teacher repeated the directions, but I was still confused.”
a. Simple
b. Compound
c. Complex
d. Compound-Complex
25) What is the structure of the following sentence?
“We hiked from sunrise until sunset.”
a. Simple
b. Compound
c. Complex
D. Periods.
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d. Compound-Complex
26) What is the structure of the following sentence?
“The main road was closed after the bridge collapsed.”
a.
b.
c.
d.
Simple
Compound
Complex
Compound-Complex
27) What is the structure of the following sentence?
“Sarah called home because she was late for dinner, but no one answered.
a.
b.
c.
d.
Simple
Compound
Complex
Compound-Complex
28) What is the structure of the following sentence?
“The cactus will grow if you do not overwater it.”
a.
b.
c.
d.
Simple
Compound
Complex
Compound-Complex
Section V: Misplaced Modifiers
29) Which one of these sentences uses modifiers CORRECTLY?
a. I went to the checkout counter at the bargain store with the green ribbon.
b. Jack wore a coat with a hood on it to the game.
c. Chattering in the tree, we listened to two squirrels.
d. All of these sentences use modifiers correctly.
30) Which one of these sentences uses modifiers INCORRECTLY?
a. The policeman began to chase the thief blowing his whistle.
b. We finally located the wrench which we needed in the shed.
c. Exploring the cave, I found a buried treasure.
d. All of the sentences use modifiers incorrectly.
31) Which one of these sentences uses modifiers CORRECTLY?
a. Flitting happily through the field, the football player watched the butterflies.
b. I watched the television program when I finished dinner set in Ireland.
c. Uncle Ron bought a hat with a green feather at the store.
d. All of these sentences use modifiers correctly.
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32) Which one of these sentences uses modifiers INCORRECTLY?
a. Walking rather slowly to the station, the train was almost missed.
b. I received a new television from my mother with remote controls.
c. Sally put on her coat before she reached the door with the silver buttons.
d. All of these sentences use modifiers incorrectly.
33) Which one of the following sentences uses modifiers CORRECTLY?
a. Running down the street, I chased the balloon.
b. In the restaurant, they had a fine dinner with dessert and coffee.
c. Playing its instruments, the band marched down Main Street.
d. All of these sentences use modifiers correctly.
Section VI: Grammatical Conventions (punctuation, capitalization, spelling, grammar)
34) Choose the sentence with the correct comma usage.
a. Lisa on the other hand is her arch rival.
b. Lisa, on the other hand, is her arch rival.
c. Lisa, on the other hand is her arch rival
d. Lisa on the other hand, is her arch rival.
35) Choose the sentence with the correct punctuation and capitalization.
A. On Sunday, my Mother and I are going to an antique car show.
B. On sunday, my mother and I are going to an antique car show.
C. On sunday, my Mother and I are going to an antique car show.
D. On Sunday, my mother and I are going to an antique car show.
36) Which of the following sentences does not use commas correctly?
a. Many, old mansions have been made into apartment houses.
b. This quiet, obedient dog is a pleasure to have around.
c. The shabby, frayed coat hung loosely from the child’s slender body.
d. All of these sentences use commas correctly.
37) Which of the following sentences does not use commas correctly?
a. Throughout the night, we heard the distant sirens.
b. I know, Lydia, that you did your best.
c. The cake will be delicious I hope.
d. All of these sentences use commas correctly.
38) Which of these sentences does not use commas correctly?
a. Please pass the butter, Chris.
b. In fact several people were late for class.
c. If you ask me, the movie was a waste of time.
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d. All of these sentences use commas correctly.
Section VII: Parts of Speech and Sentence Functions
39) What is the function of the underlined portion of the sentence below?
“She ran a mile in just under six minutes.”
a. Simple subject
b. Complete subject
c. Complete predicate
d. Simple predicate
40) What is the function of the underlined portion of the sentence below?
“Our school newspaper won a prize in the contest.”
a. Simple subject
b. Complete subject
c. Complete predicate
d. Simple predicate
41) What is the function of the underlined portion of the sentence below?
“ What do you expect to buy in the village?”
a. Participial phrase
b. Prepositional phrase
c. Dependent clause
d. Independent clause
42) What is the function of the underlined portion of the sentence below?
“Folding the laundry is my least favorite chore.”
a. Independent clause
b. Relative clause
c. Gerund phrase
d. Participial phrase
43) What is the function of the underlined portion of the sentence below?
“To walk in a hurry is to be on time to Ms. Moore’s class.”
a. Participial phrase
b. Infinitive phrase
c. Noun phrase
d. Gerund phrase
44) What is the function of the underlined portion of the sentence below?
“On the table, I saw several packages wrapped in gold paper.”
a. Prepositional Phrase
b. Dependent clause
c. Relative clause
d. Participial phrase
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45) What is the function of the underlined portion of the sentence below?
“Since I wanted an A, I studied for my 9 weeks exam.”
a. Noun phrase
b. Participial phrase
c. Dependent clause
d. Independent clause
46) What is the function of the underlined portion of the sentence below?
“Although it took all of my time, it was worth it.”
a. Adjective (Prepositional) Phrase
b. Adverb (Prepositional) Phrase
c. Relative clause
d. Dependent clause
47) What is the function of the underlined portion of the sentence below?
“The book, which I was looking for, was in Caden’s backpack.”
a. Adjective clause
b. Independent clause
c. Dependent clause
d. Relative clause
48) True or false: Adjectives answer the questions when, where, how, or to what extent.
49) True or false: Adjectives answer the questions which one, what kind, how many, how much
50) True or false: Dependent clauses stand alone and express a complete thought.
51) List all of the coordinating conjunctions here: ___________________________________
52) List the questions adjectives answer:____________________________________________
53) List the questions adverbs answer:______________________________________________
54) How can you tell a phrase from a clause? Explain:___________________________________
55) Prepositional phrases can act as what two parts of speech?____________________________
Reading Section:
PEMBROKE PARK, Fla. - Lionel Tate, who was given a second chance after he beat and stomped a little girl to
death when he was 12, was back behind bars Tuesday — exactly as some juvenile-justice experts had warned
might happen.
Tate, now 18, was charged Tuesday with holding up a pizza delivery man at gunpoint at a friend's apartment.
"We had a real chance. The right thing would have been to get this young man some help," said Michael
Brannon, a forensic psychologist appointed by a judge to examine Tate after the 1999 killing of 6-year-old
Tiffany Eunick.
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Tate made international headlines in 2001 — and touched off a debate over Florida's practice of prosecuting
juveniles as adults — when he became the youngest person in modern U.S. history to be sentenced to life in
prison.
The hulking, 160-pound boy had claimed at first that he killed the girl while imitating pro wrestling moves he
had seen on television, then later said he accidentally hurt Tiffany when he jumped on her from a staircase.
His conviction and sentence were overturned on appeal in 2004 — after he had served three years in prison —
and prosecutors gave him a plea bargain that that placed him under house arrest for a year, followed by
probation for 10 years.
Now, Tate again faces the possibility of a long stretch in prison, especially since a judge last October said he
would have "zero tolerance" for probation violations after Tate was caught with a knife blocks from his home
late at night.
56) The passage above most LIKELY came from what type of document?
A. newspaper B. novel
C. short story D. biography
57) The phrase: who was given a second chance after he beat and stomped a little girl to death is an
example of which of the following:
a. Fact b. Opinion
c. Bias
d. Falsehood
58) Based on the article above, interprets the author’s message as one of:
a. Supporting the justice system
b. Opposing the justice system
c. Neither supporting or opposing the justice system
Directions: Read the following articles below and compare and contrast them
Article 1:Kids are No Longer as Fit as Their Parents
From Newsela December 5th, 2013
DALLAS — Today's kids can't keep up with their parents. Millions of kids from around the world were
studied. Researchers found that kids today don't run as fast or as far as their parents did when they were
young.
It takes kids today 90 seconds longer to run a mile than it took children 30 years ago.
"It makes sense. We have kids that are less active than before," said Dr. Stephen Daniels, a University of
Colorado pediatrician.
The research was presented at the American Heart Association's yearly gathering.
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Data From 1964 To 2010
The study was led by Grant Tomkinson, who studies the science of exercise at the University of South
Australia. His research involved 25 million children from 28 countries. They ranged in age from 9 to 17. His
team looked at how far and fast children run. Running is a good measure of a person's heart health. The
information he looked at spanned from 1964 to 2010.
Tomkinson measured how far each child could run in 5 to 15 minutes. He also measured how quickly they
ran a certain distance ranging from a half-mile to 2 miles.
He found that today's kids are about 15 percent less fit than their parents were. This study is the first to
show that children's fitness has worsened worldwide over the last 30 years.
Tomkinson said that for both boys and girls of all ages, fitness levels have decreased.
Fitness experts say that children 6 and older should get at least one hour of exercise daily. The exercise
should be tough enough to make a person's heart beat fast and body sweat. Currently, only one-third of
American kids are getting that much exercise.
Tomkinson and Daniels said that weight has likely played a role in the decreasing heart health of youth.
This is especially true in the United States. One-tenth of children in the United States are obese, or
dangerously overweight. Being very overweight makes it harder to run or do any aerobic exercise.
Television and video games may also be part of the problem, they said. Some kids may live in unsafe
neighborhoods where they cannot freely use playgrounds or ball fields, they added.
"Kids aren't getting enough opportunities to build up that activity over the course of the day," Daniels said.
"Many schools, for (money) reasons, don't have any physical education at all. Some rely on recess" to
provide exercise.
Information from the World Health Organization show that 80 percent of young people around the world
may not be getting enough exercise.
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Article 2: Kids are not able to do fundamental skills
By St. Louis Post-Dispatch, adapted by Newsela staff
December 5, 2013
ST. LOUIS — For trainer Eric Lay, it's more important whether student athletes can do a decent pushup than
throw a fastball.
Can they do leg lunges without swinging their arms, wobbling or falling to one side? Are they able to touch
their toes? Pull up to their chin? Can they move back and forth?
In a nutshell, trainers like Lay want to know whether these kids really know how to properly and safely move.
Then they want to see if the kids can add strength to those movements.
It’s all part of a growing push among trainers to get schools, parents, coaches and kids back to basics with
physical fitness. Instead of focusing on organized youth sports, they want kids to acquire proper movement
skills early on.
Skipping Fundamental Movements
If it sounds like a throwback to gym class, it is. The movements first emphasized in gym — skipping, lunging,
twisting, jumping, stopping and starting — are the building blocks of high-performing athletes. They are also
important for activities that encourage lifelong fitness, said Larry Meadors. He is a former national high school
strength and conditioning coach with the National Association of Strength and Fitness.
But “for some ungodly reason we’ve skipped teaching fundamental movement,” Meadors said.
“We all learned the alphabet," he said. "And as we learned the alphabet we learned how to put two letters
(together) and then three and then four to form words. And pretty soon we had a word, a sentence, a
paragraph, a chapter, a book. And you should apply the same things for athletics.”
Youth athletics has become a huge business. There are many well-meaning but poorly trained coaches.
In an age where kids have lots of opportunities to play sports outside of school, good movement is not always
something Lay sees. That particularly is the case with specialized year-round, single sports, like soccer or
baseball. In fact, often he’ll see kids who are stronger on one side of their body than the other. That comes
from years of kicking with one leg in soccer or pitching and throwing on a softball or baseball team.
Those physical fitness problems can lead to injuries. That’s because the kids do the same movements over and
over again, and coaches have no time to learn proper exercises to teach their players.
A Need For Fitness Training
Few U.S. kids are getting formal physical fitness training. Only 3.8 percent of elementary schools provide daily
gym classes. Likewise, only 7.9 percent of middle schools and 2.1 percent of high schools have gym each day.
These facts come from the Centers for Disease Control and Prevention.
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Meadors said movement problems and injuries get in the way of lifelong fitness. Teen female athletes who
were injured in high school were more likely to have weight problems later in life. About 70 percent of youth
athletes drop out of sports by high school because they are burned out.
Diabetes, high blood pressure, heart disease and being overweight can be the result of a lack of exercise.
Schools, parents, coaches and kids need to understand the connection between movement, lifelong health
and athletic performance, he said.
“When we get to the point of 3.5 million kids injured in a given year — that’s the fourth leading health risk by
the World Health Organization. There’s something wrong about that,” Meadors said.
ANSWER THE QUESTIONS BELOW
59) What is one fact that is found in Article 1 that is not found in Article 2:___________________
60) What is one fact that can be found in both articles?_______________________________
61) What is one thing that is true about both of the articles?__________________________
62) In Article 2, Which of the following is most important to include in a summary of the article
a. For trainer Eric Lay, it's more important whether student athletes can do a decent pushup than
throw a fastball.
b. Can they do leg lunges without swinging their arms, wobbling or falling to one side?
c. The movements first emphasized in gym – skipping, lunging, twisting, jumping, stopping and
starting – are the building blocks of high-performing athletes.
d. In a nutshell, trainers like Lay want to know whether these kids really know how to properly
and safely move.
63) In Article 2, Select the paragraph that makes a connection between exercise and the alphabet and
write it below:
64) In Article 2, Which of the following does not support the main idea of the article?
a. Many kids know how to slow down and stop correctly when running.
b. Health problems can result from a lack of exercise.
c. Schools, parents,coaches and kids need to understand the connection between movement,
lifelong health, and athletic performance.
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d. In about half the cases, injuries are linked to a student specializing in one sport and
participating in it year round.
65) In Article 2, which of the following is least important to include in a summary of the article?
a. In an age where students have lots of opportunities to participate in sports, good movements is
not something Lay sees.
b. That is because kids do the same movements over and over again, and coaches have no time to
learn the correct exercises to teach their players.
c. In a nutshell, Lay wants to know whether or not these kids know how to properly and safely
move.
d. Instead of focusing on sports, they want kids to acquire proper movement skills early on.
66) In BOTH Articles, What is the organizational/ text structure is used to help the reader understand
these passages?
a. Bullets
b. Outlines
c. Subheadings
d. References
67) How does this structure help you understand the passages better? ___________________
68) In your own words, describe what you think the author’s purpose was in writing Article
1?_____________________________________________________________________
Directions: Read the following fiction passage and answer the questions below: The Great Play
As I leaned over motionless awaiting the signal, thoughts of the quarterback's play ran through my mind. The
quarterback had called a "delay right" play from our play book. For the entire game, we had been running our
passing plays to the right. For this play, the quarterback was to fake to the left, hesitate, then lob the ball to
me after I delayed at the line. We had forty yards to go for a touchdown, and we were behind by five points.
The clock displayed thirteen seconds remaining in the game - thirteen seconds to get the ball into the end
zone and score six points for a win.
When the ball was snapped, I set myself in front of the defensive end as if to provide pass protection for the
quarterback. After contact, I carefully slid back away from him and moved out into the open. I hurriedly
glanced over my shoulder and saw the quarterback motion toward the left side of the field. I noticed all of the
defensive backfield shifting toward the left. At that instant, I sprinted for the corner of the field. At the same
time, the safety spotted movement and began running to cut me off.
I looked back over my shoulder as the quarterback was turning toward me. He planted his feet, cocked his
arm, and released the ball like a missile floating high above and behind me.
The safety and I raced for the corner of the field and sprinted to reach the ball before it hit the ground. The
safety was trying to intercept the ball, or at least stop me from finding the end zone.
The ball, the safety, and I all made it to the corner at the same time. My opponent and I both leaped into the
air for the ball. I felt the ball settle onto my fingers at the same instant the safety rammed into me. He was
trying to jar the ball out of my fingers, but I clutched the ball, hugging it tight as I spun through the air. I knew I
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was near the goal line, but did not know if I would land in the end zone. At this point I realized I was falling
and, at the same moment, I heard the buzzer sound ending the game.
I managed to hold on to the ball. As I raised up, I could see that I landed on the line. The upper portion of my
body, the part of my body with the ball, was in the end zone. The force of the blow from the safety had been
just enough to push me forward
69) This story is written in
a. First person
b. Second person
c. Third person limited
d. Third person omniscient
70) Which line best supports that the narrator had prior knowledge of football?
a. “I managed to hold on to the ball.”
b. “The safety and I raced for the corner of the field and sprinted to reach the ball before it hit the
ground.”
c. .” For the entire game, we had been running our passing plays to the right.”
d. “As I leaned over motionless awaiting the signal, thoughts of the quarterback's play ran through
my mind.”
71) What can you infer about the end of the game?
a. The narrator’s team lost.
b. The narrator did not care if he won.
c. The narrator’s team won.
d. The narrator got pushed out of bounds by the safety.
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Second 9 wks study guide key
1. c
2. a
3. b
4. c
5. b
6. b
7. b
8. b
9. a
10. a
11. c
12. c
13. a
14. d
15. c
16. d
17. a
18. c
19. a
20. c
21. a
22. a
23. d
24. b
25. a
26. c
27. d
28. c
29. b
30. a
31. c
32. d
33. d
34. b
35. d
36. a
37. c
38. c
39. a
40. c
41. b
42. c
43. b
44. d
45. d
46. d
47. d
48. f
49. t
50. f
51. fanboys
52. Which one, what kind, how many how
much
53. When where how and to what extent
54. Clause always have a sub/verb and phrases
have one or the other but never both
55. Adjective or adverb (then they are called
adjective or adverb phrases)
56. A
57. C
58. C
59. Answers vary
60. Answers vary
61. Answers vary
62. D
63. The correct paragraph starts with “We all
learned the alphabet…”
64. A
65. B
66. D
67. Signals important info coming up
68. Answers vary
69. A
70. D
71. C