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Chapter 1:
THE SENTENCE
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Pg 48 - 69 (S.B)
DATE: ______________
IDENTIFYING SENTENCES AND SENTENCE FRAGMENTS: Identify each of the following groups of words as a
sentence or a sentence fragment. On the line provided, write S for sentence or F for fragment.
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Example 1.
2.
F
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After attending the film festival.
The film festival begins Monday.
1. _____ As they traveled farther.
2. _____ Last night there were about six television commercials every half-hour.
3. _____ What a thrilling adventure we had!
4. _____the old building by the lake
IDENTIFYING COMPLETE SUBJECTS AND SIMPLE SUBJECTS:In each of the following sentences, underline the
complete subject once and the simple subject twice. (Reminder: A simple subject may be compound.)
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Example 1.
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Making large vapor trails in the sky were two jets.
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5. Each year the teams in Latin America play toward a season championship.
6. Fresh mozzarella cheese and tomatoes make up her favorite Italian salad.
7. The all-American sport of.baseball has been very popular there for a long time.
IDENTIFYING COMPLETE PREDICATES AND SIMPLE PREDICATES: In each of the following sentences,
underline the complete predicate once and the simple predicate twice. (Reminder: A simple predicate may
be compound.)
Example 1. Frozen food is kept outdoors.
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8. Once a year the people of Pang receive their groceries.
9. This small village is near the Arctic Circle.
10. Villagers also must hunt and fish for much of.their food.
11. Some of these accounts are quite humorous.
12. When did he begin to paint?
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IDENTIFYING SUBJECTS AND VERBS In each of the following sentences, underline the simple subject once and the
verb or verb phrase twice. (Reminder: A subject, a verb, or both may be compound.)
Example 1. In the refrigerator is a special treat for you.
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13. As a soldier, he was loyal and courageous.
14. He did not look directly at her.
15. The train to Baltimore must have left the station at exactly 12:03 P.M.
16. Have you met Marisa and her younger brother?
17. Rows of wheat and corn sprouted and grew in the rich soil.
CLASSIFYING AND PUNCTUATING SENTENCES: Classify each of the following sentences by writing DEC
for declarative, IMP for imperative, INT for interrogative, or EXC for exclamatory on the line provided. Add
the correct end punctuation to each sentence.
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20.
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Example 1. IMP
Quick, catch him !
_______Have you been to Arizona
_______ Daniel, find out how many miles per hour a rabbit can hop
_______ How exciting it is to visit new places
______ Meteor Crater is interesting, too.
TEACHER’S SIGN: _______________
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CH 2: PARTS OF SPEECH PG 70 - 95
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DATE: ____________
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IDENTIFYING TYPES OF NOUNS: In each of the following sentences, underline each noun that is the type
indicated in parentheses. (Reminder: There may be more than one type of noun in a sentence.)
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Example
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Some people have expressed concern and regret that traditional ceremonies in Africa
seem to be disappearing. (abstract)
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1. Each day huge crowds visit the Lincoln Memorial, which is in Washington, D.C. (common abstract)
2. As you can see in the photograph, the inside of the Lincoln Memorial is a large marble hall. ( common,
concrete)
3. Pacific coastal forests extend from central California to Alaska. (Proper)
4. The Lincoln Memorial was designed by a noted architect of the time, Henry Bacon. (common, abstract)
IDENTIFYING TYPES OF PRONOUNS: In each of the following sentences, underline the pronoun that is the
type indicated in parentheses. (Reminder: There may be more than one type of pronoun in a sentence.)
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Example
1.
Many of his clients regularly order something every month. (indefinite)
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5. The council member whom the reporter wants to interview is out of town today. (relative)
6. Who may I say is calling?(interrogative)
7. Somebody has given Benno the Dalmatian a bath. (indefinite)
IDENTIFYING ADJECTIVES: In each of the following sentences, underline each adjective. Then, write each
adjective and the word or words it modifies on the lines below. (Reminder: A sentence may have more than
one adjective.)
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Example
adjective
This
8.
Norwegian
1.
This ship is part of a Norwegian line.
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word or words modified
—
—
ship
line
Despite his bad luck, he remained hopeful.
_____________ — ______________
_____________ — ______________
9. Exhausted but happy, Santiago sailed toward shore.
_____________ — ______________
_____________ — ______________
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10. For eighty-four days, Santiago had not caught a single fish.
_____________ — ______________
_____________ — ______________
11. Does the story have a happy ending?11.
_____________ — ______________
_____________ — ______________
IDENTIFYING NOUNS, PRONOUNS, AND ADJECTIVES Each of the following sentences contains an
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italicized word or group of words. Identify the part of speech of each italicized word or word group
by writing above it N for noun, P for pronoun, or A for adjective.
Example
This new computer program makes printers work twice as fast.
12.
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We’ll start painting that section next.
14.
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Give me some iced lemonade, please.
15.
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Included among the world’s leading religions is Islam.
16.
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Everyone liked one painting or the other.
17.
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Hobbies take up so much time that they often become work.
18.
20.
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One of the trees still has all its leaves.
13.
19.
1.
P
What is the first sound that you usually hear in the morning?
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Some Komodo dragons are eleven feet long and weigh more than five hundred pounds.
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Which of the otters caught the first fish?
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TEACHER’S SIGN: _________________
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CH 3:
PARTS OF SPEECH OVERVIEW PG 96 - 123
DATE: ________
IDENTIFYING VERBS AND VERB PHRASES Underline the verb or verb phrase in each of the following
sentences. Then, place parentheses around all helping verbs.
Example 1.
1.
2.
Next week, we (are) studying communication among Plains
Indians.
Some people have been working as messengers.
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With a little imagination, anyone can find an unusual job.
IDENTIFYING TYPES OF VERBS Identify the italicized, underlined verb or verb phrase in each of the
following sentences as a linking verb, a transitive verb, or an intransitive verb. Above the verb or verb
phrase, write LV for linking verb, TAV for transitive action verb, or IAV for intransitive action verb.
IAV
Example
1. When did you practice, Freda?
3.
School can be fun sometimes.
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They worked alongside Mexican, American Indian, and European American trail hands.
6.
Often they also sang around the campfire
5.
7.
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When the day was done, they enjoyed each other’s company
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They ate the same food and did the same hard jobs.
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Make sentences for the following verbs:
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1. play: _____________________________________________________________________________________________________
2. cook: ____________________________________________________________________________________________________
3. move: ____________________________________________________________________________________________________
4. run: ______________________________________________________________________________________________________
IDENTIFYING ADVERBS In each of the following sentences, underline each adverb. Then, write each
adverb and the word or words it modifies on the lines below. (Reminder: A sentence may have more
than one adverb.)
Example
adverb
rarely
here
rather
1.
—
—
—
We rarely picnic here, even though it is rather close to our
house.
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word or words modified
picnic
picnic
close
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8. The team is extremely proud of its record.
_____________ — ______________
9. The coach said we were too careless during the play.
_____________ — ______________
10. I have been a fan of mystery stories since I was quite young.
_____________ — ______________
11. The class was unusually quiet today.
_____________ — ______________
12. Those fajitas seem much spicier than these.
_____________ — ______________
13. If I like a story, I almost never put it down until I finish it.
_____________ — ______________
_____________ — ______________
IDENTIFYING PREPOSITIONS, PREPOSITIONAL PHRASES AND THEIR OBJECTS, CONJUNCTIONS, AND
INTERJECTIONS Each of the following sentences contains at least one italicized word. Above each
italicized word, identify its part of speech. Use the following abbreviations: PREP for preposition, CONJ
for conjunction, INT for interjection. If the italicized word is a preposition, underline the prepositional
phrase, and place parentheses around the object of the preposition.
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Example
14.
15.
16.
1.
PREP
Have you ever done any volunteer work at your (school)?
Oh, there are many opportunities and jobs for eager volunteers.
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African clothing is fashionable today for both men and women in the United States.
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When the twins were adults, they tried building a city on the site where they had been rescued.
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IDENTIFYING PARTS OF SPEECH Identify the part of speech of the italicized word or word group in the
following sentences. Write the part of speech above the italicized word or words. Use the following
abbreviations: ADJ for adjective, ADV for adverb, N for noun, V for verb, PRON for pronoun, PREP for
preposition, CONJ for conjunction, INT for interjection.
N
Example 1. The jump was not difficult for the young athlete.
17.
Neither Carlos nor Jan wanted to go very far into the water.
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These large tires are made especially for that kind of mountain bicycle.
20.
James became impatient, but he waited quietly.
19.
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Where have you been putting the corrected papers?
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TEACHER’S SIGN: ______________________
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CH 4: COMPLEMENTS
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PG 124 -139
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Date: __________
IDENTIFYING SUBJECTS, VERBS, AND COMPLEMENTS In each of the following sentences,
underline each subject once, underline each verb twice, and place parentheses around each complement.
(Reminder: A subject, verb, or complement may be compound.)
Example
1.
Dolores sent a (brochure) and newspaper (article) about an exciting festival.
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1. These include educational and sporting activities.
2. Thousands of people attend the October festival.
3. The Globe Theatre was a building with eight sides.
4. My family and I are enthusiastic travelers.
IDENTIFYING DIRECT OBJECTS AND INDIRECT OBJECTS Underline each direct object once
and each indirect object twice in each of the following sentences.
Example 1. The jury sent the judge notes at three different times.
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5. Did you pick any of the blueberries yourself?
6. Everyone thanked me for a job well done.
7. Are you recycling bottles and cans?
8. The class asked the author many questions about her popular book.
9. The art teacher displayed the students’ paintings.
10. The coach praised the students for their school spirit.
IDENTIFYING SUBJECT COMPLEMENTS In the following sentences, underline each subject complement,
and identify it as a predicate nominative or a predicate adjective. Above each complement, write PN for predicate
nominative or PA for predicate adjective. (Reminder: A complement may be compound.)
Example
1.
The birthday present that Aunt Jill gave me was what I truly wanted.
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11. The downtown mall appeared especially busy today
IDENTIFYING COMPLEMENTS Each of the following sentences contains an italicized word or word group
that is a complement. Identify each of these italicized complements by writing above it DO for direct object, IO for
indirect object, PN for predicate nominative, or PA for predicate adjective.
Example
PA
How beautiful the sunrise is!
1.
12. The coach awarded her a varsity letter.
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13. The rules allowed us only ten minutes.
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14. The bananas feel soft and squishy.
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15. Did you hear the news?
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16. The sun grew hotter as the day went on.
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17. My sister’s room is always neater than mine.
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18. Some perfumes smell horrible, in my opinion.
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19. Ms. Rosada will be our Spanish teacher this fall.GRAMMAR
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20. Josh often looks tired on Monday mornings.
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TEACHER’S SIGN: ______________________
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CH 5: THE PHRASE (PREPOSITIONAL AND VERBAL PHRASES) Pg 140 - 163
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Date:___________
IDENTIFYING AND CLASSIFYING PREPOSITIONAL PHRASES In each of the following sentences,
underline each prepositional phrase and place parentheses around the word it modifies. Then,
classify each prepositional phrase by writing ADJ for adjective phrase or ADV for adverb phrase above
the phrase.
Example
ADJ
ADV
1. Skyler, our (cat) from the animal shelter, (joined) our family shortly before
our move.
1. A misunderstanding over some innocent remark may cause trouble.
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2. She often played among the luggage.
3. A small brown tabby cat, she was good at hiding.
4. The food is fantastic beyond belief.
5. None of the items on the menu are too expensive for most people.
6. During the day the wagon train traveled slowly over the mountains and across plains and
deserts.
IDENTIFYING VERBALS Each of the following sentences contains a verbal (a participle, a
gerund, or an infinitive). Underline each verbal. Then, tell what type of verbal it is by writing
PART for participle, GER for gerund, or INF for infinitive above the word.
Example 1.
GER
In some cases, making quilts apparently was serious business.
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7. My sister has always enjoyed riding horseback.
8. Studying usually pays off in higher scores.
9. For three weeks, we went to my house to practice.
IDENTIFYING VERBAL PHRASES Identify the italicized verbal phrases in each of the following
sentences by writing PART for participial phrase, GER for gerund phrase, or INF for infinitive
phrase above the phrase.
Example
1.
INF
The number to call in an emergency is 911.
10. We sat back and enjoyed the slow rocking of.the boat.
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11. Our greatest victory will be winning the state championship.
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12. We used machine oil to lubricate the chain.
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13. Myths are wonderful stories passed on from generation to generation.
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IDENTIFYING APPOSITIVES AND APPOSITIVE PHRASES Underline the
appositive or appositive phrase in each of the following sentences.
Example 1.
Allen, the best guitarist in the band, is only eighteen
years old.
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14. I’ll have a sandwich, tuna salad on a rye bread, please.
15. Be sure to bring the exact change, fifty cents.
16. Please order me a drink, a small glass of orange juice.
17. Pasta, a favorite meal at our house, is quick and easy to prepare.
18. Have you seen my cat, a long-haired Persian with yellow eyes?
IDENTIFYING PHRASES For each of the following sentences, identify the
italicized phrase by writing PREP for prepositional, PART for participial, GER for
gerund, INF for infinitive, or APP for appositive.
Example 1.
PART
Seated in the front row, we could see perfectly.
19. We saw the raccoon escaping through the backdoor.
20. To finish what you have started is an accomplishment.
TEACHER’S SIGN: __________________________________
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Ch 6: THE CLAUSE
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Pg 164 - 183
Date: _________________
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IDENTIFYING INDEPENDENT AND SUBORDINATE CLAUSES For each of the following sentences,
identify the clause in italics as independent or subordinate. Above the clause, write IND for
independent or SUB for subordinate.
SUB
Example
1.
When Jeff was in Cub Scouts, he rode on a train for the first time.
1.
If he doesn’t get here soon, I’m leaving.
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2.
I have not seen him since the football game ended.
4.
Free samples were given to whoever asked for them.
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My dad says never to trust strangers who seem overly friendly.
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IDENTIFYING ADJECTIVE CLAUSES Identify the adjective clause in each of the following sentences by
underlining it once. Then, place parentheses around the relative pronoun or relative adverb in the
adjective clause. Finally, underline twice the word or word group to which the pronoun or adverb
refers.
Example 1. There is the house (where) I spent my childhood.
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5. The school presented a special award to the student whose work had improved most.
6. A friend is a person whom you can trust.
7. The astronauts, to whom travel in the space shuttle is almost routine, must always keep in shape.
8. The problem that worries us right now is the pollution of underground sources of water.
9. Coco Chanel is the woman for whom the perfume Chanel no.5 is named.
IDENTIFYING ADVERB CLAUSES Identify the adverb clause in each of the following sentences by
underlining it once. Then, place parentheses around the subordinating conjunction, and underline
twice the word or word group to which it refers.
Example
1.
Samuel was treated quickly (when) he was admitted to the emergency clinic.
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10. These children once used many natural objects in games since no toy stores existed there at the
time.
11. The children made balls out of materials such as wood and tree roots before they started playing.
12. We waited a while until the test results came back.
13. Apparently, he had simply pulled a muscle while we were playing basketball.
Teacher’s Sign: _____________________________
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IDENTIFYING NOUN CLAUSES AND THEIR FUNCTIONS In each of the following sentences, identify
the noun clause by underlining it once. Then, above the noun clause, tell how the noun clause is used
by writing S for subject, PN for predicate nominative, DO for direct object, IO for indirect object, or OP for
object of a preposition.
IO
Example 1. Please hand whoever has a coupon a free jar of salsa.
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Do you know what happened to the rest of my sandwich?
16.
When Marta wants to get her haircut is up to her.
15.
17.
Whoever takes us to the beach is my friend for life.
Whoever wins the student council election will have a great deal of responsibility.
IDENTIFYING AND CLASSIFYING SUBORDINATE CLAUSES Underline the subordinate clause in each of the
following sentences. Then, classify each subordinate clause by writing above it ADJ for adjective clause, ADV for adverb
clause, or N for noun clause.
Example
18.
19.
20.
1.
ADJ
Japan is one of the few major world powers that still has a royal family.
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The museum contains books, letters, and documents that tell about Roosevelt’s public life.
Did you get the package that your mother sent?
In the morning they gathered their belongings and left before the sun rose.
TEACHER’S SIGN: _______________________________
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Chapter 7: SENTENCE STRUCTURE Pg 184 - 199
Date: _____________________
IDENTIFYING SUBJECTS AND VERBS IN SIMPLE SENTENCES In each of the following simple
sentences, underline the subject once and the verb twice. (Reminder: The subjects and verbs may be
simple or compound.)
Example
1.
2.
1.
Horses, zebras, donkeys, and burros are all equines.
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Some warriors used shields of wood or animal hides.
By 1800 B.C., the Greeks had made the first metal armor out of bronze.
3.
These were definitely his favorite gifts.
5.
For fun after school now, Gabriel and Nathan ride and groom Neige and Jacques.
4.
You can see the tiny steel links of the chains in this picture.
IDENTIFYING SUBJECTS, VERBS, AND CONJUNCTIONS IN COMPOUND SENTENCES In each of the
following compound sentences, write S above each subject and V above each verb. If the clauses in the
sentence are joined by a conjunction, write C above the conjunction. If the clauses are joined by a
conjunctive adverb, write CA above the conjunctive adverb.
Example
S
V
1.
In 1999, Sheila Sisulu was appointed South Africa’s first female ambassador
C S V
to the United States, so she prepared to move to Washington, D.C., to begin her work.
6. According to him, the workers in charge of properties are usually alert and careful; however, they
still make mistakes sometimes.
7. In the early days, her qualifications as a teacher were not recognized by the government;
consequently, she taught students in an alternative program.
8. Audiences at theaters-in-the-round can also be a problem, for they sit very close to the stage
9. During another mystery drama, a spectator became too involved in the play; he leaped up on the
stage and tackled the villain.
10. Directors cannot always predict the reactions of the audience, nor can they always control the
audience.
Teacher’s Sign: ___________________________________
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IDENTIFYING INDEPENDENT CLAUSES AND SUBORDINATE CLAUSES IN SENTENCES In each of
the following sentences, underline each independent clause once and each subordinate clause twice. (A
sentence may have more than one independent clause and more than one subordinate clause.) Above
the subject of each clause, write S, and above the verb in each clause, write V.
Example
S
V
S
SV
V
As soon as the rain began, the tent we had began to leak, and
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S V
we ran to the van.
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Mrs. Lee is our former neighbor whom we visit when we are in town.
13.
Most people who are truly happy enjoy their work.
12.
14.
15.
When I have time, I hope to read that book that both you and my uncle recommended.
The train trip that I want to take crosses the Rockies, so it should be very scenic.
After my brother locked his keys in his car, he had to call for help, which arrived quickly.
IDENTIFYING SENTENCE STRUCTURES On the line provided, identify each of the following
sentences by writing S for simple, CD for compound, CX for complex, or CD-CX for compound-complex.
Example
1.
CD-CX
Although many book reviewers ignored J. K.
Rowling’s
first book, Harry Potter and the Sorcerer’s Stone,
readers paid attention, and it became a hit.
16. _______ The book became popular with readers of all ages, and excitement about it
spread.
17.
_______ Yoko said that this would be the shortest route, but I disagree.
18. ________ Nobody is worried about that, for it will never happen.
19. _______ That seems to me like the answer to the first problem.
20. _______ When the rabbit saw us, it ran into the bushes.
Teacher's Sign: ________________________
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Chapter 8: AGREEMENT
Pg 200 - 229
Date: ______________________
IDENTIFYING VERBS THAT AGREE IN NUMBER WITH THEIR SUBJECTS In each of the following sentences,
underline the correct form of the verb in parentheses.
Example
1.
The alligators at the wildlife park (sleep, sleeps) most of the day.
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The swarm of bees (have, has) deserted its hive.
3.
Evenings (is, are) the best time to visit her.
2.
4.
5.
6.
7.
8.
9.
My spelling lessons and science homework sometimes (takes, take ) me hours to finish.
Physics or mathematics (is, are) the subject you should study.
Neither our guava tree nor our fig tree (bears, bear) fruit if we experience a drought.
Either Sylvia or her brothers (scrubs, scrub) the kitchen floor.
The curtains or the bedspread (is, are) on sale.
Most children (likes, like) volcano - shaped pastries known as volcanes.
(Does, Do) your parents know about the new schedule?
CHOOSING CORRECT PRONOUNS AND IDENTIFYING ANTECEDENTS In each of the following sentences,
underline the correct pronoun in parentheses. Then, place parentheses around its antecedent.
Example
1.
The (class) made up (its, their) own proverbs after hearing recorded
passages from Ashley Bryan’s book.
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The trees lost several of (its, their) branches in the storm.
12.
The flock of ducks flapping (its, their) wings gracefully overhead made very little noise.
11.
13.
One of my uncles always wears (his, their) belt buckle off to one side.
When you are finished, be sure to put the scissors back where you found (it, them).
PROOFREADING SENTENCES FOR SUBJECT-VERB AND PRONOUN-ANTECEDENT AGREEMENT Most of the
following sentences contain an error in agreement. Underline each incorrect verb or pronoun, and write the correct form
above it. If a sentence is correct, write C on the line provided.
Example
1.
is
The president and chief executive officer are Carlos Perez.
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14. _______People in Switzerland has four national languages.
15. _______ One of Switzerland’s larger cities are actually divided between two languages.
16. _______ Visitors in search of an Italian lifestyle enjoys the Italian-speaking city of Lugano, in the south.
17. _______ Tom and Mike meet every Friday with his teammates to discuss strategy.
18. _______ Each club has their own service project.
19. _______ People who film an animal in its natural habitat face many problems.
20. _______ All of the students shouted his or her approval.
Teacher's Sign: ______________________
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Chapter 9: USING VERBS CORRECTLY Pg 230 - 259
Date: ______________
PROOFREADING SENTENCES FOR CORRECT VERB FORMS Most of the following sentences contain
errors in the use of verbs. Draw a line through each incorrect verb form, and write the correct form
above it. If a sentence is already correct, write C on the line provided.
hid
The ferret ran into the bedroom and hides under the bed.
Example 1.
S
S
1.
_____________ Back then, readers founded his stories amazing.
3.
_____________ We sitted down, and the waiter brought our menus.
2.
4.
______________ Some people believe that he seen into the future.
_____________ Have you ever drunk water with lemon slices in the glasses?
5.
______________My little sister Emilia taked two helpings of salad.
7.
_____________ I have been write you a letter.
6. _____________ In some of his novels he telled about space exploration and boats that traveled
underwater.
8.
_______________ My big brother Mark, drived us there in my Mom’s car.
USING THE DIFFERENT TENSES OF VERBS In each of the following sentences, change the tense of the
verb to the tense indicated in parentheses. Underline the original verb form, and write the new form
above it.
Example 1.
has been cutting
Lori has cut hair since the age of eight. (present perfect progressive)
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9. James wrote three e-mails to his friends. (future perfect)
____________________________________________________________________________________________________________________
10. The team knew what to do to win the game. (present)
__________________________________________________________________________________________________________________
11. Miss Devoe told funny stories. (present emphatic)
_____________________________________________________________________________________________________________________
Teacher’s Sign: ___________________________
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IDENTIFYING ACTIVE AND PASSIVE VOICE Decide whether the verb in each of the
following sentences is in the active or the passive voice. On the line provided, write AV
for active voice or PV for passive voice.
Example
1.
PV
Saris have been worn by women in India for centuries.
12. ____________________________ Saris traditionally have been made of silk.
13. _______________________________ Trees were being blown over by the wind.
14. ______________________________ The snow drifted over the fence and across the road.
15. ______________________________ Mom was amazed by the message.
SPECIAL PROBLEMS WITH VERBS: IDENTIFYING THE CORRECT FORMS OF SIT AND
SET, LIE AND LAY, RISE AND RAISE Underline the correct verb in parentheses in each
of the following sentences.
Example 1.
Theresa has (lain, laid) the charcoal sketches on the
desk.
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16. Will you (lie, lay) the grass mats on the sand so that we can lie on them?
17. The sun (rises, raises) later each morning.
18. Since I have grown taller, I have (rose, raised) the seat on my bicycle.
19. I had been (sitting, setting) there all day.
20. They had (sat, set) there for fifteen minutes without saying a word to each other.
Teacher's Sign: ______________________
********************** END ****************
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Chapter 18: Worksheet # 1 WRITING EFFECTIVE SENTENCES
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Pg: 480
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Date: ________
Revising Fragments and Run-on Sentences
DIRECTIONS Decide whether the following word groups are fragments or run-ons. Then, revise each word
group to make it clear and complete. Remember to add correct capitalization and punctuation.
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Example 1.
, the
After they won the game The team celebrated.
S
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1. The hunter at the snake when he heard its rattle. __________________________
2. Leonardo da Vinci was an important Renaissance artist, his drawings reveal that he was
also interested in science. ________________________________________
3. Even though the fire had gone out. _______________________________
4. Was towed away because it had been parked in a fire lane. ________________________
5. It snowed last Tuesday we went skiing. ______________________________________
Combining Sentences
U
DIRECTIONS Combine the following sentence groups to make one clear and complete
sentence. Remember to add correct capitalization and punctuation. Use the headings to the
left of each set of sentences to guide you.
who
Today the term Renaissance person is applied to gifted individuals The
Example 1.
people are interested in many fields.
S
S
6. Inserting Words George Washington believed in developing the western United States.
His belief was strong.
___________________________________________________________________________
_______________________________________________________________________
U
U
7. Inserting Phrases George Washington rejected the idea of kingship. He later became the
first president of the United States.
___________________________________________________________________________
_______________________________________________________________________
U
U
8. Inserting Phrases Sammy Sosa started playing major league baseball with the Texas
Rangers. He started playing major league baseball in 1989.
___________________________________________________________________________
_______________________________________________________________________
U
U
9. Inserting Phrases Next week, Katy’s uncle will visit. He is a fisherman.
___________________________________________________________________________
_______________________________________________________________________
U
U
18
10. Forming Compound Subjects and Verbs Manatees live in Florida’s Everglades. Panthers
live in Florida’s Everglades.
___________________________________________________________________________
_______________________________________________________________________
U
U
11. Forming Compound Subjects and Verbs Maria visited the museum with her French
class. She bought a postcard of the Mona Lisa.
___________________________________________________________________________
_______________________________________________________________________
U
U
12. Forming Compound Sentences Lena loves Mexican food. She does not order dishes that
are too hot and spicy.
___________________________________________________________________________
_______________________________________________________________________
U
U
13. Forming Compound Sentences The circus came to town. All of my friends bought
tickets.
___________________________________________________________________________
_______________________________________________________________________
U
U
14. Using Subordinate Clauses to Combine Sentences Michelangelo was a Renaissance
artist. He is famous for painting the Sistine Chapel.
___________________________________________________________________________
_______________________________________________________________________
U
U
15. Using Subordinate Clauses to Combine Sentences The students ate at an outdoor café.
They could watch the boats on the James River.
_____________________________________________________________________________
_____________________________________________________________________
U
U
Improving Sentence Style
U
DIRECTIONS The following sentences are stringy or wordy. Identify them a stringy or wordy
U
U
and revise each one to improve sentence style. Remember to use correct capitalization and
punctuation.
EExample We went to the store and then we went to the movies and then we went to a
restaurant.
S
S
S
S
16. We had to cancel the picnic due to the fact that it rained. __________________________
17. The amusement park had two roller coasters and one was called The Skyscraper and the
other was called The Widow Maker. __________________________________
19
18. When the mailman delivered the package, Vanessa had to sign a receipt that showed that
she had received what she had been sent. ________________________________
19. Lester invited us to his computer party and we played video games and we ate spaghetti.
_______________________
20. People travel to Nags Head, North Carolina, and people sun on the beach and people like
to fish and leave from nearby Oregon Inlet to go deep-sea fishing.
________________________
Revising a Passage
U
DIRECTIONS The following passage contains sentences that need to be improved. Using what you have
learned, revise the underlined portions. Make your corrections in the space between the lines.
Look for
• sentence fragments
• run-on sentences
• stringy sentences
• wordy sentences
Example
and
Colonel Guion Bluford, Jr., studied hard He became an astronaut.
S
S
21.
Guion Bluford, Jr., the First African American Astronaut
U
[1] African Americans have made important contributions to America’s space program, the
U
first African American to travel in space was Colonel Guion S. Bluford, Jr. [2] Colonel
U
U
Bluford a crew member of the space shuttle Challenger. He participated in the first night
U
launch of a spacecraft.
Colonel Bluford was born on November 22, 1942, in Philadelphia, Pennsylvania. [3] As a
U
young boy, he read about airplanes. And built models of them. In school, he was interested in
U
aeronautical engineering. [4] The school counselor discouraged Bluford’s interest in
U
aerospace and told him to go into auto mechanics and he also told him to try carpentry.
U
Colonel Bluford was determined to pursue his childhood dream. He earned his Ph.D. in
aerospace engineering at Penn State University and became a mission specialist for NASA in
1970. [5] Conducted scientific experiments while on board spacecraft. When the space shuttle
U
U
Challenger lifted off on August 30, 1983, Colonel Bluford’s dream came true.
Teacher's Sign: _____________________________
20
21
CH 20: BEAR IN THE FAMILY
DATE: ______________
Worksheet# 1
READING SELECTION, Pg: 531, 533, 534
U
U
U
A personal narrative is a story of an experience in someone’s life.
 It focuses on the details—the smells, sights, and sounds associated
with the experience

 Information questions:
1. What is a personal narrative?
A:___________________________________________________________________________________________________________
2. How does the author express his or her thoughts and feelings about the experience?
A:___________________________________________________________________________________________________________
3. What do most pet owners have?
A:___________________________________________________________________________________________________________
U
VOCABULARY: (Write the words 2 times and make your own sentence.)
U
U
WORDS
a.
b.
a.
b.
a.
b.
a.
b.
U
a.
b.
a.
b.
MEANINGS
OWN SENTENCES
Walks heavily
Most big animals lumber when they move.
3. insatiable
unsatisfied
The little girl’s thirst for knowledge was insatiable
4. cowered
Scared and hid
The child cowered behind her mother on seeing the
tiger in the zoo.
5. reclusive
Keep away from others
The handicapped child became too reclusive.
climbed
The athlete clambered on top of the
1. mournful
2. lumbers
6.
clambered
sad
The sound of the boy crying was very mournful.
Write True or False for these sentences:
1.
2.
3.
4.
5.
Buffy cries the first night and sucks the pads of his feet the way a baby would suck its thumb.
[
]
Buffy behaves as an adult.
[
]
The event is important to the author as it explains how Buffy came to trust the author. [
A wild male black bear was tearing at Buffy’s pen.
[
]
The author became his guardian and provider.
[
]
]
TEACHER’S SIGN: ________________________________
22
CH 20: Worksheet # 2 COMPREHENSION PASSAGE ( Known):
U
Bear in the Family by Ben Mikaelsen
U
U
U
DATE: __________
The twenty-pound, sixteen-week old rascal who joined our family caught us unprepared. The first night, I
lay in bed listening to his haunting cry, a lost, mournful little sound. I crept out and sat near him in his den.
After a few minutes he crawled on my lap and sucked the pads on his front feet, voicing his fear with a high
pitched clucking sound. I began to hum and rock him. When he finally fell asleep, I tucked him into the straw.
The first six months that Buffy lived with us, I rocked him to sleep every night. I spent hours feeding him,
playing with him, observing him. At first, every utterance and gesture puzzled me. Because Buffy’s muscle
structure and coordination resembled that of a human, his play was very humanlike. Emotionally the puzzle
was much more complex. One moment he would stand and shake his head playfully at a neighbor’s Angus
bull. The next moment he cowered behind me at the sight of a small bum lamb.
Originally Buffy nursed from a bottle. When I tried to wean him, he refused to switch over to solid
foods. Melanie solved the problem by substituting water. Buffy took one suck and angrily threw the bottle
across the pen. Then he ran to retrieve it and sucked hopefully. A second time he flung it. By that night he had
abandoned his beloved bottle. . . . Our friendship with Buffy grew painfully slowly. His distrust made him
reclusive. I realized that friendship depended on us somehow joining him in his world. That opportunity came
all too soon.
Answer in full sentence:
1. How old was the baby bear?
U
A:________________________________________________________________________________
2. Why did every utterance and gesture of Buffy puzzle the author?
A:________________________________________________________________________________
3. How did Buffy nurse originally?
A:________________________________________________________________________________
Find words from the passage which means:
U
U
1. sad = _______________________________________
3. simple # _________________________________________
2. scared = ________________________________________
4. happily # ___________________________________
Whom does the pronoun refer to in the passage:
I= _________________________________________________________________________________________________
He= _____________________________________________________________________________________________
U
Choose the best answer:
U
U
1.
a.
2.
a.
3.
Buffy’s muscle structure and coordination resembled that of a
human
b. bear
c. animal
Our friendship with Buffy grew
fast
b. slowly
c. painfully
When I tried to wean him, he refused to switch over to
a. milk
b. water
c. solid foods
Write True (T) or False (F):
U
(
(
(
1. The first six months that Buffy lived with us, I rocked him to sleep every night. [
2. Melanie solved the problem by substituting solid foods.
[
]
3. On the first night, he crawled onto the author’s lap and cried mournfully.
TEACHER’S SIGN: _________________
)
)
)
[
]
]
23
GRAPHIC ORGANIZER
CH 20: Worksheet # 3
U
U
Pg:
536
DATE: ________
Identifying the Implied Main Idea
U
Identify the implied main idea in “Bear in the Family,” which begins on page 533, and make a graphic organizer.
Supporting
Supporting
details from
second section
details from
first section
implied
main idea of
narrative
Supporting
details from
third section
Supporting
details from
fourth section
Pg 540: Identifying Implied Main Ideas
U
Read the following passage and identify the implied main idea?
Bats have many helpful features. Since bats have a good sense of smell, they can easily find food and their roosts.
While some bats can see to move about and find food, other bats that cannot see well depend on echoes. As they
fly, the bats that use echoes make high frequency sounds that bounce back to them, telling them the locations of
objects around them. Five hook-like claws on each foot allow bats to hang safely from rocks and trees. Although
bats have a reputation for being dangerous, they tend to be shy. They come out only at night, and they live in dark
places. Bats use their special features to avoid contact with predators. Bats stay away from predators such as cats,
snakes, and owls by hanging from their claws in high places.
Which of the following is the implied main idea of the passage?
A. Bats are dangerous to humans.
B. Bats are well equipped to survive in the wild.
C. Bats are vulnerable because they cannot see or smell.
D. Bats are afraid of most other living things.
TEACHER’S SIGN: ______________________
24
CH 20: Worksheet # 4
WRITING: Choosing Relevant Details Date: __________
U
U
Relevant details help readers focus on the main idea.
U
U
Pg 545
Irrelevant details take readers away from the main idea.
U
U
Identify at least five details in the following paragraph. Using the steps above, classify each detail as relevant or
irrelevant.
Last Tuesday, my friend Marika’s birthday, we went on a field trip to the aquarium. Inside the aquarium it was
gloomy. The only light came from the fish tanks, which were like giant, silent TV screens. My grandmother eats
fish on Friday. Hammerhead sharks soared across the tank in front of us. Our class quietly watched the eerily
gliding twenty-foot fish.
RELEVANT DETAILS
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________
2. _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________
3. _________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________
1.
IRRELEVANT DETAILS
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4.
TEACHER’S SIGN: ________________________________
25
CH 20: Worksheet # 5 DESCRIPTIVE LETTER (Pg 557 )
U
U
Date:__________________
Write a letter to a friend describing a pet in detail. You may describe your own or someone else’s pet, or the pet
you wish you had.
the prompt at least twice. (I should write a letter to my friend describing a pet.)
STEP 2: Identify the task. (My audience is a friend. My purpose is to describe something. The format for this
response is a letter.)
STEP 1: Read
Smooth
white fur
STEP 3: Use your own experiences
STEP 4: Write your response.
Use the conceptual map to develop details
and put them in an order that makes sense,
such as spatial order or order of importance.
Walks between
legs
Soft,
fluffy tail
Looks
My kitten
Actions
Sips milk
and eats
meat
______________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
TEACHER’S SIGN: ________________________________
26
CH 20: Worksheet # 6
GRAMMAR
U
U
Pg: 533
Date: ______________
Using and Punctuating Dialogue
Punctuating dialogue can be tricky. Here are some rules to help you handle some typical problems
with dialogue.
A person’s exact words go inside quotation marks, and so do commas and periods. Question
marks and exclamation points go inside quotation marks only when what the person said is a
question or an exclamation.
“Nonsense!” said my mother. “What?” I cried. Can you believe she said “Do it now”?
A sentence in quotation marks is often interrupted to identify who is speaking. The second part
of the quotation begins with a lowercase letter.
“You won’t get much business until lunch,” said my mother, “and then I’ll help you.”
When the second part of an interrupted quotation is a complete sentence, it begins with a
capital letter.
“Nonsense,” said my mother. “You can do it.”
On your own paper, revise the following sentences by adding quotation marks and correcting capitalization where
necessary.
Example:
1. Let me help you, Ms. Muñoz said. I can teach you an easy way to make change.
1. “Let me help you,” Ms. Muñoz said. “I can teach you an easy way to make change.”
1. I can do this, I thought.
__________________________________________________________________________
2. Would you like cream, I asked, or sugar in your coffee?
__________________________________________________________________________
3. He said, I need a napkin to wipe up this spill.
__________________________________________________________________________
4. Here is your change, I said. Thank you for coming and enjoy your day.
__________________________________________________________________________
5. What will I call my future restaurant? I wondered aloud.
__________________________________________________________________________
Teacher’s Sign: _____________________________
27
ACTIVITY:
U
U
CREATE A WORLD
U
U
Pg: 561
Date: ___________
Create a photo collage of an important event in your life. Collect images that fit the event from
magazines and newspapers, and arrange them in an eye catching way. Share your experience with
other classmates by explaining how the images tell the story.
TEACHER’S SIGN: ________________________________
28
CH 20: Worksheet # 7
__________________
U
Rearrange the letters:
1.
U
Date:
U
A.
B.
C.
D.
E.
n/n/c/y/o/a/
m/u/l/r/e/b
h/r/s/a/e/e/c/r
l/u/d/z/p/e/z
t/e/b/t/l/o
__________________________
__________________________
_________________________
___________________________
____________________________
Fill in the missing letters:
2.
U
a) mo___rn____ul
d) re____lu____ive
b) in___atia____le
e) cla___ber____d
c) co___e____ed
f) lu___be____s
Choose the correct spelling:
3.
4.
SPELLING & VOCABULARY
U
U
U
a)
b)
c)
d)
e)
Homurous, Humorous, Humurus, Homores
Stranger, strainjer, strangar, staranjar
Uttaerunce, Utterans, Utterance, Uterence
Crawled, Crauld, Craylud, Srauled
Reclucive, Riclusave, Reclusive, Recluecive
Fill in the blanks with the correct word:
U
a. The author had an insatiable fascination for ( rabbit, bears, cats, parrots).
b. I lay in bed listening to his haunting cry, a lost, (mournful, happy, small,
angry) little sound.
c.
Because Buffy’s muscle structure and coordination resembled that of a human,
his play was very (humanlike, animal like, playful, complex)
d. When he finally fell asleep, I (tucked, threw, clambered, fell) him into the
straw.
********************END OF CHAPTER 20 ****************************
TEACHER’S SIGN: ________________________________
29
30
EGYPTIAN MUMMIES:
CH 21: Worksheet# 1
DATE: ______________
READING SELECTION, Pg: 563, 565, 566
Information questions:
U
U
U
1. Where do you find answers to basic questions?
A:___________________________________________________________________________________________
______________________________________________________________________________________
2. What is a complex process?
A:___________________________________________________________________________________________
______________________________________________________________________________________
3. What is the need to examine a complex process?
A:___________________________________________________________________________________________
______________________________________________________________________________________
VOCABULARY: (Write the words 2 times and make your own sentence.)
U
U
WORDS
MEANINGS
1. elaborate
Thoroughly
worked out
2. embalming
3. anatomy
5. recognizable
6. preoccupied
Put ( T ) or ( F ) :
U
1.
2.
3.
4.
The methods of
placing a dead
body in oil.
The Egyptians preserve the dead bodies by
embalming them
To destroy the
form of
The accident disfigured her face.
Cutting up a
body.
4. disfigure
Able to be known
from a previous
encounter
Completely
possessed
1T
OWN SENTENCES
The teacher elaborated the lesson for the
students.
Doctors study about anatomy of the human
body.
Her attempts to improve her language skills
were recognizable from the test results.
My father is preoccupied with his job.
People did not want to be recognized as themselves in the After- life. ( )
The unused jars served as symbols rather than as tools. (
)
The step of removing the internal organs needed to be done last. ( )
Different craftsmen, artists, and workers need not work at the same time to meet
the deadline. ( )
5. Only people who were rich and happy in the present life were interested in
mummification. (
)
TEACHER’S SIGN: ________________________________
31
CH 21: Worksheet # 2 COMPREHENSION PASSAGE ( Known): Pg 565, 566 DATE: ____________
U
U
EGYPTIAN MUMMIES
U
The method of embalming, or treating the dead body, that the ancient Egyptians used is called mummification.
Using special processes, the Egyptians removed all moisture from the body, leaving only a dried form that would
not easily decay. It was important in their religion to preserve the dead body in as life like a manner as possible.
The mummification process took seventy days. Special priests worked as embalmers, treating and wrapping
the body. Beyond knowing the correct rituals and prayers to be performed at various stages, the priests also
needed a detailed knowledge of human anatomy.
The first step in the process was the removal of all internal parts that might decay rapidly. The brain was
removed by carefully inserting special hooked instruments up through the nostrils in order to pull out bits of
brain tissue. It was a delicate operation, one which could easily disfigure the face. The embalmers then removed
the organs of the abdomen and chest. . . . They left only the heart in place, believing it to be the center of a person’s
being and intelligence. The other organs were preserved separately, with the stomach, liver, lungs, and intestines
placed in special boxes or jars today called canopic jars. These were buried with the mummy. In later mummies,
the organs were treated, wrapped, and replaced within the body. Even so, unused canopic jars continued to be
part of the burial ritual.
Answer in full sentence:
1. What is mummification?
A:____________________________________________________________________________________________________
______________________________________________________________________________________________________________________
2. What did special priests work as?
A:_____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
3. How are the other organs preserved?
A:_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
U
U
Give the synonyms or antonyms for the following words:
U
1. Treating the dead body = ____________________
2. Cutting up a body =___________________
Choose the best answer :
U
U
3. alive #_____________
4. external #_______________
1. The mummification process took _______________ days.(seventy, twenty, sixty)
2. Special ______________worked as embalmers, treating and wrapping the body. (
Egyptians, priests, mummies)
3. The _____________was removed by carefully inserting special hooked instruments.
(brain, intestines, liver)
U
Write True ( T ) or False ( F ) :
U
1. The first step in the process was the removal of all internal parts that might decay
rapidly. (
)
2. It was important in their religion to preserve the dead body in a lifelike manner (
)
3. They left only the lungs in place, believing it to be the center of a person’s being and
intelligence. ( )
Write your own sentences:
1. Religion:________________________________________________________________________________________
2.Intelligence___________________________________________________________________________________
TEACHER’S SIGN: ________________
32
CH 21: Worksheet 3 Chronological Order Pg 569 Date: ________________
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U
Chronological Order
Most process pieces are written in chronological order to explain the steps of a process in the order in which
they take place. To tell whether an article is written in chronological order, look for signal words or
transitions such as these:
After
before
first
once
until
as
during
next
second when
at last
finally
now
then
while
These signal words or transitions can help you put together the small parts of the big picture.
Finding Chronological Order
Look for words that signal chronological order in “Egyptian Mummies” on pages 51–53. Then, make a time line
showing the steps in the process of mummification, in chronological order.
WORDS: _________________________________________________________________________________________
TIMELINE:
U
U
STEP 1
STEP 2
DRAWING CONCLUSIONS Pg 571
U
U
STEP 3
STEP 4
DATE: __________
Consider the passage below and the question that follows it.
In 1999, archaeologists discovered three perfectly preserved Incan mummies high
atop a volcano in the Andes Mountains of Argentina. Unlike many other mummies,
these mummies were preserved by nature, not by the efforts of humans. The extreme
cold of the mountains “freeze-dried” the boy and two girls 500 years ago. Buried
with the mummies were valuable artifacts, including gold and silver statues, beautiful fabrics, and pots of food.
Ancient cultures as far away as Siberia and Egypt surrounded their mummies with similar treasures.
Based on the passage, what do the frozen Incan mummies have in common with mummies preserved by
humans?
A. Five hundred years ago, people were creating both kinds of mummies.
B. Both methods of mummification were used by most ancient cultures.
C. Both were considered important enough to be buried with valuable objects.
D. Children, as well as adults, were made into both kinds of mummies.
Teacher's Sign: ___________________
33
CH 21: Worksheet 4 Eliminating Jargon
Pg 577 Date: ________
Jargon is specialized vocabulary used in a particular field. You might have trouble understanding jargon if
you know little about the field. Eliminating jargon is important in writing about a complex process.
Here are two ways you can help readers understand technical terms.
_ Add a definition, either right before or right after the term.
_ Eliminate the jargon by stating the idea in words your audience
understand.
will
Clarify the meaning of the italicized word in each sentence by either adding a
definition or rephrasing the idea. You may check a dictionary to define unfamiliar terms.
1.
Ancient bacteria can be revived because their spores have survived in amber.
_____________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________
2. Workers at the motorcycle plant true the wheels and then adjust the spokes.
_____________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________
3. A rainbow is formed when light passing through water droplets is refracted.
_____________________________________________________________________________________________
_________________________________________________________________________________________
__________________________________________________________________________
4. The success of the football team will depend on the effectiveness of its red zone defense.
_____________________________________________________________________________________________
_________________________________________________________________________________________
__________________________________________________________________________
5. The bat’s sonar, which makes it an excellent hunter, is more accurate than the navy’s.
_____________________________________________________________________________________________
_________________________________________________________________________________________
__________________________________________________________________________
Teacher’ Sign: __________________________
34
CH 21: Worksheet # 5 WRITING
U
U
Pg 590
Date: __________________
Write a letter to a younger child explaining how to do something that helps you succeed in school. Explain
the steps involved and provide details that elaborate on each step.
Skills that help me succeed in school: making friends, using time between classes efficiently _ finishing
homework on time.
Time line for finishing homework on time
1. Write due date.
2. Put work in notebook. 3. Do work before watching TV. 4. Bring work on due
date.
Possible elaborations:
Step 1: Tell students to do this so they will not forget when assignments are due.
Step 2: Explain that they should do this to keep from losing assignments.
Step 3: Tell them that doing homework right away will be easier than trying to do it late at night when
they are sleepy.
Step 4: Explain that this will keep them from losing points for late work.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_____________________________________
Teacher’s Sign: ________________________
35
CH 21: Worksheet # 6 GRAMMAR
U
U
Pg 585
Date: _____________
Punctuating Introductory Words and Phrases
When you use chronological order, you will often start sentences with introductory words and phrases. To
determine if you need to use a comma to separate these words and phrases from the rest of the sentence,
follow these rules.
1.
If the meaning of the sentence is clear, the comma is optional.
Comma
Optional
2.
In two weeks, the county will
pave the road.
Use a comma after a short phrase if the sentence might be misunderstood without it.
Comma
Needed
In the winter, snow often
causes delays in road work.
3. Use a comma after introductory words such as yes, no, and well.
A comma lets readers pause where a speaker would.
Incorrect
Correct
Yes the road is now ready.
Yes, the road is now ready.
4. Use a comma after any long phrase that begins a sentence.
A comma separates a sentence into chunks of meaning.
Incorrect
Correct
After the wear and tear of several years of traffic the road will need to be resurfaced.
After the wear and tear of several years of traffic, the road will need to be resurfaced.
Correct the following sentences by adding commas where necessary. Write a C next to sentences that
are already correct. For each sentence, note which rule you are applying.
1. Clearly eating a meal is only the first part of the digestive process.
________________________________________________________________________________
2. To move food along the esophagus contracts.
________________________________________________________________________________
3. For several hours food is digested in the stomach.
________________________________________________________________________________
4. Through tiny openings in the walls of the small intestine nutrients enter the
bloodstream.
________________________________________________________________________________
5. Finally you have the energy you need.
________________________________________________________________________
Teacher's Sign: ___________________
36
CH 21: Worksheet # 7
CREATING GRAPHICS
U
U
Date: _______________
Identify which graphic might help readers understand a process better and which might confuse
readers.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________
Label the types of graphics shown below :
U
1. _____________________
2. ______________________
3. _________________________
Identify the title, label & caption for the picture below:
U
Engineers can raise the
water level inside the
lock chamber to the
higher water level or
lower it to the lower
water level to allow
ships to pass.
___________________________
Teacher’ s Sign: _________________________
37
CH 21: Worksheet # 8
SPELLING & VOCABULARY
U
U
Rearrange the letters:
U
Date: _______________
U
A.
B.
C.
D.
n/e/l/i/n
r/u/l/e/f/a/n
s/i/a/u/t/l/r
c/b/a/e/h/m/r
_______________________
_______________________
_______________________
_______________________
Fill in the missing letters:
a) e__ba___ming
b) a___at___my
d) rec___gni___able
e) ela___or___te
f) pr___occ___pied
U
U
c) di___fig__re
Choose the correct spelling:
a) Ancient – ansient – anciant - anchient
b) Peresirve – Presave- Preserve- Perserve
c) Preists – Prests – Periests - Priests
U
U
d) Ceremony – Serimony – Ciremany - Ciremny
e) Barials – Burials – Buryals – Puriels
Memorize this poem (Pg 588)
An Elephant Is Hard to Hide
by Jack Prelutsky
An elephant is hard to hide,
it’s rather tall, it’s fairly wide,
it occupies a lot of space,
you just can’t put it anyplace.
It’s quite an unrewarding chore
to try and cram it in a drawer,
a closet’s somewhat better, but
you’re apt to find the door won’t shut.
An elephant beneath your bed
will manifest1 both tail and head,
and in the tub, there’s little doubt
that it will soon be singled out.
An elephant won’t simply sit,
it tends to move about a bit,
this trait, when coupled with its size
makes it a nightmare to disguise.
An elephant, if kept around
is almost certain to be found,
your parents may suspect one’s near
when peanuts start to disappear.
An elephant is hard to hide,
I know it’s so, because I’ve tried,
my family should detect it soon . . .
I brought it home this afternoon.
TEACHER’S SIGN: ________________________________
38
39
CH 22: I Can't Hear You! Worksheet# 1
U
U
READING SELECTION, Pg: 601, 602 DATE: ___________
U
U
Information questions:
U
1. What helps you explore the world from two angles?
A:_______________________________________________________________________________________
2. What does cause and effect generate?
A:_______________________________________________________________________________________
3. What helps us to make sense of the world around us?
A:________________________________________________________________________________________
4. What does a cause and effect relationship show?
A: ___________________________________________________________________________________________
VOCABULARY: (Write the words 2 times and make your own sentence.)
U
U
WORDS
MEANINGS
2. shrill
Regular beat
1. pulsating
3. impaired
Piercing or high-pitched
4. susceptible
Not working
5. amplified
6. auditory
Easily affected
To become louder or
stronger
To do with hearing
1T
OWN SENTENCES
My sister has a shrill voice.
Her hearing was impaired because of the loud sound.
The little baby is susceptible to infection.
The amplified sound of the stereo was too disturbing.
The auditory organ in human beings is the ear.
1. What physical effects does Kate link to her hearing loss?
________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
Put ( T ) or ( F ) :
U
1. Loud noises we live with everyday do not cause hearing loss. ( )
2. Americans cause their own hearing loss by playing music too loudly. ( )
3. Years of listening to loud music caused hearing loss in many people over twenty. ( )
4. People can prevent hearing loss by turning down the volume of music they listen to. ( )
Arrange the four linked events, which describe hearing loss, in order.
U
a. Cells attached to the damaged cilia die.
[ ]
b. Hearing loss results.
[ ]
c. Loud sound waves damage the cilia in the cochlea by bending and breaking them.
[ ]
d. The death of these cells damages the process of sending signals to the brain. [ ]
TEACHER’S SIGN: ________________________________
40
CH 22: Worksheet # 2 COMPREHENSION PASSAGE ( Known):Pg 601- 602
U
DATE: ____________
U
I Can’t Hear You!
U
Kate, seventeen, suffers from tinnitus, a constant ringing in her ears. She says the disease has
built up gradually over years of listening to loud noises, including shrill machinery at a factory where
she worked, and blaring music. Audiologists, or hearing specialists, identify both as leading causes of
hearing problems.
Americans, they say, play their personal and car stereos too loud, expose themselves to gun
blasts too often, and fail to complain about uncomfortably loud work environments.
As a result, twenty-eight million Americans suffer from impaired hearing. . . . Many rock-androllers over forty have been diagnosed with hearing loss and have begun wearing hearing aids. . . .
A hearing loss in middle age is bad enough. But now even teens are developing hearing
problems. Kate first noticed her tinnitus when she was thirteen. Four years later, she says that the
ringing is worse and that she often has difficulty hearing what people say. Especially loud noises, like
the rock concert, actually cause her pain.
Answer in full sentence:
U
1. What does Kate suffer from?
A:_________________________________________________________________
2. Who are audiologists?
A:__________________________________________________________________
Find the words from the passage for the following words and then make a sentence of your own:
U
1. Constant ringing in the ears = _________________
__________________________________________________________________________________________
2. High- pitched = __________________
___________________________________________________________________________________________
Choose the best answer:
U
U
1. As a result, twenty-eight million Americans suffer from impaired ________________.
a. speech
b. hearing
c. sight
2. ______________________ play their personal and car stereos too loud.
a. Americans
b. Africans
c. Nepalese
3. A hearing loss in __________________ is bad enough.
a. boys
b. middle-age
c. ladies
(
Write True (T) or False (F):
(
(
)
)
)
U
1. Loud noises, like the rock concert, actually cause pain.
2. Kate, seventeen, suffers from tinnitus, a constant ringing in her eyes.
3. Audiologists are hearing specialists.
[
[
TEACHER’S SIGN: ________________
[
]
]
]
41
CH 22: Worksheet # 3a
Cause-and-Effect Relationships Pg: 604, 605 DATE: __________
A cause is an action or event that makes something else happen.
An effect is the result of a cause. Cause-and effect articles explain
_ why or how one thing leads to another.
_ what happens as a result of a certain action or event.
Causes Only: This type of explanation focuses on two or more causes of one effect.
Ex:
Cause
Effect
Cause
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
______________________________________________
Effects Only: This type of explanation focuses on two or more effects of one cause.
U
U
Cause
Effects
Effects
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
______________________________________
Cause-and-Effect Chain: In this explanation, one cause leads to an effect, which causes another effect,
U
U
and so on.
Cause
Effect/ Cause
Effect
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_
Teacher’s Sign:___________________________
CH 22: Worksheet # 3b
Cause-and-Effect Relationships Pg: 607 DATE: __________
42
Finding Causes and Effects
In “I Can’t Hear You!” Bob Hugel explores the causes of hearing loss. In the graphic
organizer that follows, analyze the cause and effects and fill in the chain.
Loud stereos
Cells
attached
to cilia
eventual
-ly die.
effect / cause
effect / cause
effect / cause
Effec
causes
TEACHER’S SIGN: _____________________
43
CH 22: Worksheet # 4
WRITING:
U
Writing a Cause and Effect Essay
U
U
U
Pg 614, 616
Date: _________
Help Box : With the help of the help box given below, Write a cause and effect
essay. Write the main idea statement. Give a proper title for the essay.
Main Idea Statement: Losing sleep can affect your grades and your health.
Effect 1: Lack of sleep makes it easier to get sick.
Support (fact): Sleep gives the body time to fix itself.
Elaboration: If your body is not given time to fix itself, it becomes too weak to fight
sickness.
Effect 2: It is difficult to pay attention in school.
Support (expert opinion): Sleep researchers say that when you lose too much sleep,
your brain does not work as well as it should.
Elaboration: When you cannot think clearly, it is hard to pay attention and do well in
school.
_________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
TEACHER’S SIGN: ___________________________
44
CH 22: Worksheet # 5 Identifying False Cause – and – Effect Statements Pg 617
U
U
Date: _______________
A reasonable cause-and-effect relationship exists only if there is a logical connection between two
events. Reasonable relationships can be supported with evidence.
False cause and effect: My family went out to dinner, and we all ordered the same food. In the middle of the night I
became ill. The restaurant must have served bad food that made me sick. [This could be true, but I was the only one
who was sick. It is more likely that something else, like a virus, made me sick.]
Reasonable cause and effect: When my family and I went on vacation, I forgot to feed my fish; as a result, they
died. [Fish need food to live, so this is a clear cause-and-effect relationship.]
PRACTICE
U
Write F for each situation that has a false cause and effect. Write R for cause-and-effect statements that are
reasonable. Also, write a brief explanation of your answers.
1. Ross wore a new pair of jeans today. He was in a very good mood and talked to a lot of people. The
new jeans made him happy and popular.
_______________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________
2. Whenever Margo comes to my house, her eyes itch and start to water. Margo sneezes all the time she
is here. We have three cats that live in the house. Margo may be allergic to cats.
_______________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_______________________
3. Madeline, our star soccer player, always wears her lucky red socks to play soccer. Today she forgot
her red socks, and we lost the game. When Madeline wears her red socks, the team wins.
_______________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
______________
4. Pilar eats well and gets plenty of rest. She also exercises every day. Pilar is the star of the track team.
Proper nutrition, rest, and exercise make her a good athlete.
_______________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
______________
5. James just moved to our town. He is in my homeroom class, and I know that he gets good grades.
Moving to a new town causes you to get good grades.
________________________________________________________________________________________________
________________________________________________________________________________________________
______________________________________________________
Teacher’s sign: ______________________________
45
CH 22: Worksheet # 6 Grammar Pg 624
U
U
Date:__________________
A colon introduces a list of items. The words to the left of the colon should be an independent clause—a
complete sentence. The expressions as follows and the following are clue words that a colon should be used.
Example:
Many students lose sleep for two reasons: busy schedules and early classes.
[The two items in the list are schedules and classes.]
A semicolon connects sentences that contain closely related ideas. A semicolon takes the place of a comma
and a conjunction that links two separate sentences. A semicolon is like a “super-comma” because it can hold
two independent clauses together all by itself, without a conjunction.
Example:
Angelina gets plenty of sleep, and she eats breakfast, too.
Angelina gets plenty of sleep; she eats breakfast, too.
Write C on your paper for sentences that use a colon or semicolon correctly. Then, correctly rewrite the sentences that
include errors.
1. I went to the store to pick up three items; cheese, milk, and bread.
__________________________________________________________________________________
2. On the way home I ran into Clarissa; she should be home soon.
__________________________________________________________________________________
3. In the living room I saw three people; Jason, Malik, and Juan.
__________________________________________________________________________________
4. They had three ideas about what to do tonight: play cards, shop, or watch TV.
__________________________________________________________________________________
5. I would rather play soccer; or go to a movie.
__________________________________________________________________________________
What Works? Two common types of graphics are pie charts and bar graphs. Each is best suited to a particular
purpose.
Pie charts identify the parts of a whole and each part’s relative size. Pie charts are best for showing
percentages. Can you identify the title, labels, and source in the pie chart to the left?
Bar graphs show comparison between quantities and can represent two sets of numbers relating to the same
topic. To read a bar graph, match the label for each bar to the number that bar reaches.
Label the types of graphics below:
U
Offshore oil
production
1%
Dumping
of wastes
10%
Shipping
12%
Runoff
from land
44%
Air Pollution
33%
______________________________________________
_____________________________________
TEACHER’S SIGN: ________________________________
46
CH 22: Worksheet # 7
SPELLING & VOCABULARY
U
Rearrange the letters:
U
U
A.
B.
C.
D.
i/h/r/s/l/l
a/a/e/r/n
a/r/e/s/u/e/m
_______________________
_______________________
__________________
s/o/e/e/r/t
Fill in the missing letters:
U
____________________
U
a)pul_____a____ing
5.
Date: __________________
U
d) sus_____epti____le
b)
i___pai____ed
Choose the correct spelling:
U
a)
b)
c)
d)
e)
c) a____dit____ry
e) am______lifi____d
U
Spechilast, spheshialist, specialist, cpecialest
Exposure, esposure, xposhure, exposhire
Decible, desibel,decibel, decibel.
Oditory, awditerry, Auditory, uditerry
Precious, preshius, brecios, percious
********************END OF TERM 1 ********************
TEACHER’S SIGN: ________________________
47
1- Asking for Directions
Good morning. __________________________ you?
I'm trying to figure out the best way to get to Washington .D.C.
_________________ driving or flying?
I'm __________________. My car's parked outside.
You have two options.
_____________ is to take interstate 85north.
Through Georgia, south .Carolina, North Carolina, and
Virginia.
What's the _________________?
You could also take 1-75north Georgia into Tennessee.
In Tennessee, you pick up 1-81 which you will take you into
Virginia.
You then take 1-66 to Washington.
Is there a difference in the distance between the two?
1-85 is somewhat shorter, but it's not as scenic.
And there's usually ______________________.
______________ pick up 1-85 in Atlanta?
Just head north on the freeway until you reach the 1-285
beltway. Then follow the signs.
By the way, do you have any information about the
Washington, D.C. area?
Sure. Here's a packet of brochures.
Do you need a hotel reservation?
____________________________________
Teacher’s Sign: __________________________
48
U
U
2-At the Dentist's Office
My assistant said you have a __________________.
_____________ have you had it?
____________________ twenty- four hours.
I've had trouble with this tooth before?
My dentist at home said that it would eventually have to
be removed.
___________________ a closer look.
Hhhhh….I concur with your dentist. The tooth has to
come out.
Not too much. ________________ some Novocain to make the
tooth numb.
______________________ remove it?
It should come out ______________.
All right. Go ahead.
What a way to end my stay in U.S!
When are you ________________?
I have to see an attorney in the morning.
My flight home is late tomorrow afternoon-around 6p.m.
Teacher’s Sign: __________________________
49
U
U
3-At the Doctor's Office
___________________ today?
Not so good. I think I have flu or something.
What are the _____________?
I have fever, chill, and a sore throat.
Let's take a look. Open wide.
Hmmmm, your throat is pretty red.
______________________________ had a fever?
_______________________. It comes and goes.
What's wrong with me?
You have some sort of ___________________.
___________________ write you some prescription.
Take it to any drugstore, and they'll give you some
pills that you’ll need to take five days.
_______________ completely well by then.
Thanks. I sure wish I felt better.
I guess ______________________________.
Teacher’s Sign: __________________________
50
U
U
4- At the Laundry
_________________ washing machine work?
You have to put four quarters in the slot, and then add the
__________________________.
I don’t have any change. _______________________________?
There's a coin machine over there. It takes dollars bills.
__________________________ any detergent?
OH, no! I forgot to buy some at the supermarket.
_______________ borrow ___________________?
__________. _______________________________you need.
I've finished using the fryer, and there's still some time
left if you want to dry your clothes.
______________________________. Thanks a lot.
Don’t mention it. Here's my business card if you need
anything for yourself or your apartment.
I manage a department store in the mall.
______________________________ a big sale this week. Why don’t
you stop by sometimes.
Thanks, I’ll try to.
Teacher’s Sign: __________________________
51
5- Dining Out
Hi, __________________________________ lunch?
Yes, but I'm not very hungry.
It's too hot outside.
I know what you mean. It's a scorcher today.
________________________ this kind of weather. I'm glad that
everything is air conditioned here.
Hi, my name is Karl and I'll be serving you today.
___________________________________ to drink?
Just water, please, with ice.
Of course, ___________________________ in a moment.
Would you like to hear our house specials?
I ________________________ a salad, bread, and glass of juice.
O.K. ____________________ juice? Our house juice is quite
good.
Fine, I'll have a glass of that.
I'll be right back __________________________.
_______________________some dessert? We have a delicious
chocolate cheesecake.
__________________________. I'm on a diet.
Just bring the check, please.
Teacher’s Sign: __________________________
52
6- Finding an Apartment
U
Hello, I’m calling about an apartment. ________________________
furnished two-bedroom place.
________________________ one furnished apartment left.
It's air conditioned and rents for 565$ per month.
___________________ utilities included?
The water is, but not the gas and the electricity.
That's a little more than _______________________________. Thanks
anyway.
Hello. Breezeway manor apartment. __________________________?
______________________ a furnished, two-bedroom apartment in the
400$ range?
Why yes, you're in the luck. One just came open today.
It goes for 350%per month, including water.
Is it _______________________________________ floor?
The first floor. It’s very close to our swimming pool.
_________________________________________________?
I'll need one month's rent as deposit as soon as possible.
Yes, ___________________________. I'll be right over there.
Teacher’s Sign: __________________________
53
Unseen Comprehension : 1
Date: ______________
First Time on an Airplane
Story By: Andrew Frinkle
It was Amanda’s first time on the airplane. She was nervous. Everyone said it was really safe, but it
still seemed scary and also exciting. In the airport, Amanda went to the counter with her parents to
get her ticket first. A nice lady in a uniform took her bag and weighed it. Then they went through the
security check. It was supposed to be like an x-ray at the doctor’s office. Her bag had to get checked,
also. Men that looked like policemen smiled at her as she walked through the machine. Then she
got to get her stuff back. After that, they had a long walk down a hall to find their gate. It seemed
more like a door than a gate, though. Everywhere there were more gates and people waiting for
their turns to ride their planes. She found her gate, but she couldn’t sit down to wait. She wanted to
look out the window. Wow! How could such a big airplane fly? Her plane looked like it had 50
windows on each side. Its wings were so large, that she could have run around and played on them.
The front of the airplane where the pilot sat looked like a neat place, too. Finally, they called for her
rows to start boarding. Another lady smiled at her as she walked down a narrow hallway. Then she
got on the plane. It was like being on a school bus, but the engines were louder. She found her seat
number and buckled in. Dad helped her with her bag, which had to go in the cabinets above her.
Fifteen minutes later, the airplane began to roll backward. The lady in the front of the airplane
explained how to use their seatbelts and swim in case the airplane landed in water. That made her a
little nervous, but her mom just patted her head and said, “Don’t worry.” When the plane took off,
it was like being on a rollercoaster. She felt her stomach drop and she was pushed back into her
chair. It only took a few minutes before the feeling went away. Then they were flying straight on to
their destination. There were movies, snacks, and naps on the way. She nearly missed the landing,
because she was so tired. Afterward, she yawned and walked out in a new airport, where she got to
get her bags back finally. Her teddy bear was still inside. She wondered if he’d enjoyed the ride! The
airplane ride was pretty fun, but best of all, Grandpa and Grandma were waiting outside to pick
them up.
Use the information in the story to answer the questions below.
1. What is Amanda doing for the first time?
A. Riding a bike
B. Riding a train
C. Riding a plane
D. Riding a horse
2. Which word does NOT described how Amanda feels during the story?
A. Scared
B. Excited
C. Nervous
D. Weird
54
3. What part of the ride makes her nervous?
A. When they take off
B. When they land
C. When they describe what happens if they land in water
D. When she gets her bags back
4. Amanda thought riding the plane was like riding what?
A. a horse
B. a rollercoaster
C. a helicopter
D. a boat
5. Who is NOT waiting for her at the end of the plane flight?
A. Her dog
B. Her teddy bear
C. Her grandma
D. Her grandpa
Answer the following questions:1. Write any three pronouns given from the passage above.
______________________________
______________________________
______________________________
2. Write a few sentences about your experience of travelling in an airplane.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____
Teacher’s Sign: __________________________
55
Comprehension # 2
Date: _______
Making Juice
Story By: Andrew Frinkle
Billy always loved blueberries. They were his favorite fruit. Today he was going to make juice
with his uncle. His uncle liked to make juice out of everything. He made carrot juice, apple
juice, mango juice, vegetable juice, and many more juices. He’d never made blueberry juice
before though! First, Billy and his uncle went to a blueberry farm. They were each given
buckets. They picked for an hour and got several pounds. It was hard work picking the little
berries from the trees. Now Billy understood why they were expensive in the store. These
blueberries tasted better than the store, though, because they grew ripe on the tree.
Next, they had to sort and wash the fruit. Some of them still had stems or leaves. Those had
to be pulled off. Then the shriveled up berries had to be thrown away. They washed the
remaining berries and put them in a strainer to drip dry.
After that, they put the berries in a pot, where they mashed them up. They used a potato
masher and really crushed them into a mess. It looked like pie filling to Billy. Then they got to
push them through a strainer. The strainer caught most of the seeds and skins, leaving them
with a small pot of dark purple juice. So much was lost if you didn’t eat the skins, Billy
realized. There was a huge pile of skins and seeds, nearly as much as the juice! When they
tasted it, the flavor was so strong! They could really taste the blueberries. It wasn’t very
sweet though. They added grape juice to the blueberry juice. Billy’s uncle didn’t want to ruin
the berries with white sugar from a bag. It was better to use a naturally sweet juice, like
apple juice, pear juice, or grape juice. They used grape juice as a sweetener, because grapes
had a similar color to the blueberries. Finally, they could drink it. It was a lot of work to make
juice, but it sure was refreshing!
Use the information in the story to answer the questions below.
1. What is Billy making with his uncle?
A. cookies
B. lemonade
C. dinner
D. juice
2. What kind of juice are they making?
A. grape
B. blueberry
C. apple
D. cherry
56
3. Where do they get the blueberries?
A. They pick them at a farm.
B. They buy them at a store.
C. Someone gave them to them.
D. They grew them.
4. Why is Billy surprised when they make the juice?
A. It tastes bad.
B. There is a lot of waste if you don’t eat the whole fruit.
C. It is not fun to make.
D. Billy’s uncle doesn’t know how to do it right.
5. What do they have to add to make it sweeter?
A. Sugar
B. Apple Juice
C. Grape Juice
D. Nothing
Answer the question:1. Write the steps you follow to prepare a fresh fruit juice of your choice.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________
2. Write a paragraph on the importance of drinking fresh fruit juice daily.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________
Teacher’s Sign: __________________________
57
Comprehension # 3
Date: _________
The Catching Tree
Story By: Andrew Frinkle
Linda looked up at the tree. It was the biggest tree in town. It was so big that it caught things
that people lost. If something floated away or blew away, it was usually caught in the tree.
Linda had lost her kite. She wanted to climb up and see if it was in the tree. She thought she
saw it in one of the high branches. She had to climb it to make sure. The branches were not
close to the ground. They were high up. She needed a ladder to start climbing up the tree.
She began to climb. In the lowest branches, she found bird nests. Squirrels chattered at her
and ran the other way. She went higher. She found an old baseball. Then there was a kite
that was not hers. She found someone’s kitten, but it ran away from her. She went higher
still. A newspaper was caught in one of the branches. Then there was some string. A balloon
was trapped in the leaves. There were more birds, too. She went even higher. More birds’
nests and angry squirrels greeted her. She found a paper airplane. Then there was an old
shoe, which hung by dirty laces. Next she found a lady’s hat caught in some twigs. She went
even higher to the top. At last, she found her kite. She freed it and tied it to her waist. She
found other things, too. There was a toy rocket, another newspaper, a tennis racket, and a
TV antenna. There was an eagle’s nest and other things, too. Before she went down, she
shook down all the stuff that belonged to people. She left the animals alone. They belonged
in the tree. By the time she reached the ground again, the area around the tree was covered
with things she had shaken loose. Many people were surprised, but they were happy to get
their things back. She was just happy to have her kite.
Use the information in the story to answer the questions below.
1. What did Linda lose?
A. her cat
B. her kite
C. her ball
D. her balloon
2. Where did Linda think the kite was?
A. in the ditch
B. in the weeds
C. across the road
D. in a tree
3. Which of these did Linda NOT find in the tree?
A. birds
B. kites
C. crayons
D. newspapers
58
4. What did Linda need to climb the tree?
A. a rope
B. gloves
C. boots
D. a ladder
5. What did Linda do with all the other stuff she found in the tree?
A. She left it there.
B. She threw it down to the ground.
C. She kept it all.
D. She ignored it.
Answer the following question:
1. Write any five conjunctions used in the passage above.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________
2. Write the description of your favorite animal.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Teacher’s Sign: __________________________
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Comprehension # 4
Date: ___________
Breakfast Cereal
Story By: Andrew Frinkle
Jacob was looking at the row of colorful boxes in the cereal aisle at the grocery store. It was
really hard to choose. It was like a rainbow for breakfast. There were cereals shaped like O’s.
There were cereals that were flakes, puffs, or crispies. Some cereals had fruit or nuts in
them. Others had peanut butter, chocolate, or mini marshmallows. There was really quite a
lot to choose from. “Hurry up, Jacob. We need to finish the grocery shopping and then get
home for dinner.” Father said impatiently.
“I can’t decide.” Jacob replied.
“Then I’ll get the frosty fruity O’s.” Father declared.
“We had those last time. They’re boring.”
Father frowned. “The blueberry special morning bran.”
“Gross! That sounds like a grandma’s diet.”
Father’s frown deepened. “Then you choose.”
“I like this one best, but there is a cool toy in that one.” Jacob couldn’t choose.
“That one?” Father looked at the one with the cool toy. “That toy is neat, but the cereal
tastes awful. That’s why they have cool toys.”
“I could eat it.” Jacob insisted.
Father snorted. “You’d eat one bowl, hate it, and then try to throw it away or make me eat it
for you.”
Jacob couldn’t believe how well his dad knew his tricks. “Maybe.”
“It’s not good. You don’t like cereals that got soggy in two minutes.”
“How about this peanut butter one then?” Jacob suggested.
“I like that one, too.” Father nodded.
“Can I get a pack of gum or something at the checkout, since there is no toy in this?”
Father pondered for a moment. “I get to choose the gum. You take too long on that, too.”
Jacob shook his head. “No, I don’t. There aren’t any toys in gum.”
“Yeah, but I don’t like gum that has flavor that disappears in two minutes.”
“Me neither.” Jacob agreed. It was funny how similar he was to his father sometimes. They
both laughed, because they were thinking the same thing.
Use the information in the story to answer the questions below.
1. FILL IN THE BLANK: Jacob is trying to choose a __________ .
A. cereal
B. soda
C. snack
D. gum
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2. Jacob and his father don’t like cereal that does what?
A. tastes bad
B. gets soggy fast
C. tastes like peanut butter
D. doesn’t have toys
3. What flavor of cereal do Jacob and his father decide to get?
A. marshmallow surprise
B. special morning blueberry bran
C. fruity O’s
D. peanut butter
4. Jacob and his father don’t like gum that does what?
A. is sticky
B. doesn’t blow good bubbles
C. loses flavor fast
D. tastes like grapes
5. At the end of the story, Jacob and his Father have to choose what?
A. cereal
B. soda
C. snack
D. gum
Write a paragraph on healthy eating habit and regular breakfast benefits on health.
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Teacher’s Sign: __________________________
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Comprehension # 5
Date: ________
Back to School Blues
Story By: Andrew Frinkle
Jimmy sighed as he looked at the calendar. Tomorrow’s date was circled in red and there was
a skull and crossbones drawn in the box. He groaned and slapped at the calendar.
“What are you doing?” His sister Susan asked.
“I’m looking at the calendar.”
“I see that, but why are you hitting it?”
“I don’t want to go back to school yet.” He whined. “I can’t help it. I don’t want to get up
early, do homework every night, and sit in those uncomfortable seats for hours.” “So what is
your alternative? Will you live under a bridge?” Susan snorted, amused by the idea.
Jimmy shook his head. “No, I could be a superstar in sports or a famous actor.”
Susan smirked. “Good luck at age eleven. Most athletes and actors struggle for years to get
where they are, and most of them are educated. I don’t really think you have developed any
super talents yet, and you aren’t particularly handsome, either.”
“That’s not nice!” Jimmy protested.
“Sorry to break it to you, but a little honesty might help sometimes. Besides, homework gets
you out of chores at home. Dad doesn’t make us do as much when we have homework.”
“True.” “And TV is way more fun when you only have time for a little of it. Sitting in front of it
for hours is boring.” Susan continued. Each thing she said destroyed another reason for
disliking school.
“Also true.” Jimmy admitted.
“And all of our friends are at school.” Susan pointed out.
“Alright, I get it. School isn’t all bad.” Jimmy finally admitted.
Susan smiled. “Nope.”
“I don’t have to like it though.”
“You will, though.” Susan promised, smiling.
Somehow, Jimmy thought she was right. Friends, pizza for school lunch, less chores… there
were a lot of reasons to like school.
Use the information in the story to answer the questions below.
1. Why is Jimmy upset when he looks at the calendar?
A. He forgot his grandma’s birthday.
B. He missed his baseball game.
C. He has homework due soon.
D. He has to go back to school tomorrow.
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2. How does Jimmy’s sister Susan feel about going back to school?
A. She doesn’t care.
B. She hates the idea.
C. She thinks school has some good things about it.
D. She is dreading it.
3. Which of these is NOT a reason why Jimmy dislikes school?
A. comfortable chairs
B. long hours
C. homework
D. getting up early
4. Which of these is a reason Susan gives for liking school?
A. P.E. class
B. riding the bus
C. seeing friends
D. learning new things
5. How does Jimmy feel at the end of the conversation?
A. He reluctantly thinks he won’t mind going to school.
B. He’s scared to go to school.
C. He’s happy to go to school.
D. He’s crying about going to school.
Write a paragraph describing your holidays and your first day at school after summer
vacation.
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Teacher’s Sign: __________________________
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PROOFREADING # 1
Date: _______________
Anthony Visits Nick
On sunday, Anthony went over to Nicks house to play basketball. They played a
gam of one-on-one. Anthony made six baskets, bute nick made eight Nick was the
winner. After the game, both boys whent in side to have some snack’s and watch
television.
Rewrite the passage correcting the mistakes:____________________________________________________________________________
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Teacher’s Sign: __________________________
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Writing Practice: 1
Date:…………………
Write a persuasive writing on the topic with the help of words given below.
Good habits improve our physical, emotional, and/or financial health. Select one of your good
habits and write an essay persuading readers to make that habit a part of their lives.
early sleeping, fajr salah, blessed day , healthy habit, better concentration,
energetic, fresh air, breakfast on time, exercise
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Teacher’s Sign: __________________________
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Writing Practice: 2
Date:…………………
Write a persuasive writing on the topic with the help of words given below.
Write a persuasive writing emphasizing on the importance of learning and practicing English
language for the development of career.
better opportunities, easy communication with outside world, listen to international channel,
utilize the maximum features on internet
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Teacher’s Sign: __________________________
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Research Writing Practice: 3
Date:…………………
Choose a Hadith referring to the development of character and give details about it by
researching on the hadith and its relation narrations.
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Teacher’s Sign: __________________________
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Research Writing Practice: 4
Date:…………………
Pick a cosmetic of your choice and provide all the details related to its brands and related
products with its history of evolution.
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Teacher’s Sign: __________________________
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Opinion Writing: 5
Date:…………………
Write an opinion essay on the topic:
Discipline in class makes the lesson easy to understand and enables student’s development.
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Teacher’s Sign: __________________________
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Opinion Writing: 6
Date:…………………
Write an opinion essay on the topic:
Separation of parents affects the psychological situation of the child. Present your opinion
with its explanation.
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Teacher’s Sign: __________________________
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