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Editor
Lorin Klistoff, M.A.
Editor in Chief
Karen J. Goldfluss, M.S. Ed.
Cover Artist
Brenda DiAntonis
Imaging
Leonard P. Swierski
Publisher
Mary D. Smith, M.S. Ed.
Author
Del Merrick
GRAMMAR FLAPS
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
FACT FINDERS
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Progress Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Word Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Activity Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
WORD CHALLENGE
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Game Boards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Call Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
WORD BANKS
Homographs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Prefixes (Word Meaning) . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Suffixes (Adjective-Forming) . . . . . . . . . . . . . . . . . . . . . . . 208
Suffixes (Noun-Forming) . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Suffixes (Adverb-Forming) . . . . . . . . . . . . . . . . . . . . . . . . 210
Language Roots (Latin, Greek, etc.) . . . . . . . . . . . . . . . . . 211
Like art and music, language can rise to the highest form of expression. Like art, it has
composition, balance, and color. Like music, it has rhythm, harmony, and fluidness.
And like all art, it can touch the heart and inspire the soul. We speak and our words
fade away on a breath. Yet, what impressions we can leave behind!
In a busy modern world, language, in all its technical and creative brilliance, is often
outshone by the very stimulating audio-visual world of multimedia. Many of our
children are stepping into a world of virtual reality, which only requires their passive
acquiescence. As teachers in this modern world, we have to equip our young people
with the skills that they need to communicate easily and successfully. It is not enough
to get by with an oral vernacular and text message shorthand. Employers require
workers who can speak eloquently and confidently. They need workers who can write
in succinct and precise ways, using correct grammar and spelling. Without the facility
of using language to express themselves orally and in written form, people can become
excluded and powerless in many areas of business and society.
For too long, the teaching of grammar has been discounted as being outdated and
irrelevant. Yet grammar is at the heart and soul of language. As teachers, we need to
help our young people develop the skills that they need to express themselves creatively
and meaningfully; to be able to critically evaluate the myriad texts that surround
them every day. This book is intended for use by teachers to help their students
build a strong and solid foundation for language use. It draws on a traditional model
relevant to a modern world. We cannot be critical of what we see, hear, and read if
we dont know how the creators of text manipulate words and language through their
grammatical choices. As teachers we need to instruct our students in these underlying
structures and patterns and ways of making meaning. Part of using text in context is
to understand how the text itself is created. Grammar does and will continue to play a
central role in the composition of our language, both oral and written.
Language has not been created for our use. We use it to create
our reality, our lives, and our relationships. Without it, we are powerless.
This book presents detailed knowledge of correct English grammar and its application
in spoken and written language, relevant to this level of schooling. Both teacher and
students can examine and explore language, leading to deeper understandings and
improved technique.
Student Names
identify common
7
nouns
Check 1
form plurals
Check 2
8
7
Check 3
6
use suffixes
6
appropriately
Check 5
use apostrophes to
5
show possession
Check 6
function of nouns
Check 7
5
Student Names
identify adjectives
Check 1
apply knowledge
12
of adjective/noun
Check 2
relationship
8
10
identify adjectives
Check 3
apply knowledge of
8
antonyms
Check 4
similes
Check 5
use suffixes
5
appropriately
Check 6
apply knowledge of
5
adjectives of degree
Check 7
50
TOTAL
Student Names
recognize pronouns
Check 1
function of pronouns
Check 2
9
use possessive
5
pronouns
Check 3
understand pronouns/
8
noun relationship
Check 4
in writing text
Check 5
choose appropriate
4
interrogative pronouns
Check 6
apply pronoun/noun
10
relationship
Check 7
50
TOTAL
Student Names
identify verbs/verb
10
phrases
Check 1
5
form contractions
Check 2
apply knowledge of
10
10
participles
Check 3
5
understand the
3
function of verbs in
Check 6
sentences
use suffixes
2
appropriately
Check 7
form contractions
5
correctly
Check 8
50
TOTAL
Student Names
apply knowledge of
4
adverbs
understand use of
3
intensifiers
Check 1 Check 2
understand use of
3
modifiers
Check 3
11
discriminate between
6
adjectives
Check 5
apply knowledge of
4
interrogative adverbs
Check 6
antonyms
Check 7
understand adverb/
5
verb relationship
Check 8
15
identify adverbs
Check 9
50
TOTAL
Student Names
Prepositions
identify phrases
Check 1
recognize phrase as
5
part of a sentence
Check 2
understand the
5
function of adverbial
12
Check 3
phrases
recognize adjectival
5
phrase/noun
Check 4
relationship
of adjectival/adverbial/
Check 5
noun phrases
apply knowledge of
5
noun phrases
Check 6
apply knowledge of
10
prepositions
Check 7
5
formulate phrases
Check 8
50
TOTAL
Student Names
identify sentences
12
within a paragraph
questions
Check 1 Check 2
sentence
Check 3
13
use conjunctions
5
to form compound
Check 4
sentences
clause in a sentence
Check 5
formulate adverbial
4
clauses
Check 6
appropriately
Check 7
formulate noun
3
clauses
Check 8
5
punctuate dialogue
Check 9
50
TOTAL
Summary
PREPOSITIONS
AND PHRASES
ADJECTIVES
SENTENCES
PRONOUNS
ADVERBS
NOUNS
VERBS
TOTAL
Student Names
Standard 1: Uses the general skills and Standard 2: Uses the stylistic and rhetorical
strategies of the writing process aspects of writing
Editing and Publishing: Uses strategies to edit and Uses descriptive language that clarifies and enhances ideas
publish written work (e.g., edits for grammar, punctuation, (e.g., common figures of speech, sensory details)
capitalization, and spelling at a developmentally Grades 35
appropriate level; uses reference materials; considers page Uses paragraph form in writing (e.g., indents the first
format [paragraphs, margins, indentations, titles]; selects word of a paragraph, uses topic sentences, recognizes a
presentation format according to purpose; incorporates paragraph as a group of sentences about one main idea,
photos, illustrations, charts, and graphs; uses available uses an introductory and concluding paragraph, writes
technology to compose and publish work)Grades 35 several related paragraphs) )Grades 35
Editing and Publishing: Uses a variety of strategies to Uses a variety of sentence structures in writing (e.g.,
edit and publish written work (e.g., eliminates slang; edits expands basic sentence patterns, uses exclamatory and
for grammar, punctuation, capitalization, and spelling, imperative sentences)Grades 35
at a developmentally appropriate level; proofreads using
Uses a variety of sentence structure to expand and embed
reference materials, word processor, and other resources;
ideas (e.g., simple, compound, and complex sentences;
edits for clarity, word choice, and language usage; uses
parallel structure, such as similar grammatical forms or
a word processor or other technology to publish written
juxtaposed items)Grades 68
work)Grades 68
A noun phrase is a group of words built around a noun. e.g., a boy, a dog, a racing car, an egg, an ant, an old
man, an opera, an hour
e.g., a tiny, black spider; a squat, brown teapot; one
chocolate and almond cake; long-awaited news; my The is a definite article because it points to a known
straw hat or particular thing.
These noun phrases name the participants in text. e.g., the sun, the moon, the boy by the door, the house
on the hill, the last page
e.g., T
he three inexperienced schoolboys became lost
in the rain forest. Many local people joined in the
search for them. They found the cold, hungry, and Noun-forming suffixes
frightened boys sixteen hours later. A suffix (word ending) changes the way a word is used
in a sentence. Some suffixes added to words form
Articles nouns.
The articles a, an, and the are often used to e.g., kindness, judgment, justice, intention, dancer,
introduce nouns phrases. A and an are indefinite violinist, deliverance, babyhood
articles because they dont point to a particular thing.
An is used before a word beginning with a vowel, or
an unsounded h.
Reviewing nouns
Explain to the students that we use our language Tell them that you are going to talk about a
all the time either in our speaking or in our group of words with a very simple job to do.
writing. We ask for what we want. We explain They are the nouns. Write this word on the
things and tell others what we think and how we board.
feel. Tell the students we need to understand
Continue by saying that the nouns job is simply
how words work for us; how we play with them
to name or label all the everyday things in our
and manipulate them, so what we say and write
world. They name people, places, animals,
is clear and eloquent and powerful. Tell them
things (objects), thoughts, and feelings. Explain
that there is some basic knowledge about how
that most of our spoken and written language is
language works that they need to understand
woven around the nouns.
and apply in order to become effective language
users. This basic underpinning of our language Continue with a brainstorming session where
is called grammar. Explain also that many of the students identify everyday nouns under five
them will have already mastered much of the categories. Begin a brainstorming chart.
grammar of our language. Write lots of words to ensure the students
Tell the students that the words we use when we understand the concept that nouns name people,
speak and when we write have different jobs to do. animals, places, things, and feelings.
Exploring
NOUNS
Hot Potato
Prepare five sheets of paper headed with
the different n P oem un
noun categoriesPeople, Animals, Pla N ou ean
o
e a ents to wrnisists of athe
ces, t
Things, and Feelings. Divide the clas
s into five r i t
W e stud em co tter of ur
groups. Ask each group to nominate their th po le fo
speller as the recorder for the group. Give
best Ask . The or each ontains ts to
f c n
each poem l noun ch line e stude ir of
group a black marking pen and noun shee ra E a th pa
t. Ask them plu bet. urage n each
to list as many nouns in their category as ha o i
quickly as alp s. Enc nouns
d ts
they can. Give them five minutes. At the
end of that wor the last . ro ts, dar hearts
g
time, each sheet is passed to the next grou
p, so they have rhymin ars, car ghosts, s, legs
e ,
can add anything extra. Allow only three lines ngels, b , fairies ns, king egs
minutes. A ts ea ,p
After one more rotation, return the sheets
to their e.g., Elephan , jelly b , operas
pots bors
original groups. Ask each group to check
the entries Inks , neigh
e
for errors (i.e., words that are not nouns
or that are Mic
in the wrong category). Cross out any wor
ds that do
not fit the category. Ask each group to pres
ent their
list and place it on display.
CHECK
There was a crooked man who had a crooked smile. Does this
He found a crooked sixpence upon a crooked stile. word name
something?
He bought a crooked cat that had a crooked mouse.
And they all lived together in a little crooked house.
2. Now try underlining the nine nouns in this extract from the poem, Killarney.
Killarneys hills are purple still
In shadowed mists they lie
Till dawn creeps in with fingers chill
And the magpies wakening cry
Stirs the echoes in the sleeping valley.
3. Write a two-line poem of your own, using only nouns. The last two nouns
should rhyme. Choose any topic such as sports, shops, toys, or clothes. Here
is one called Breakfast.
Breakfast
Bread, butter, eggs, ham
Sausages, tea, toast, jam.
4. Alliteration is a language device where a number of words in a row begin with
the same letter, such as pork pies or sizzling sausages. Alliteration makes
language rich and colorful, and appeals to the ear of the listener.
Complete these word pairs by adding a noun beginning with the same letter.
NOUNS
a. Dairy farmers send creamy __________________ to the butter factory. (thing)
b. Driftwood, seaweed, and shells lie scattered on the __________________. (place)
c. The cage door was left open and the __________________ escaped. (animal)
d. The __________________ discovered clay pots buried in the sand. (person)
e. __________________ showed on their little faces. (feeling)
Teacher Created Resources, Inc. 21 #2437 Targeting Grammar
STUDENT PAGE 3
NOUNS
1. Change the nouns in parentheses to their plural form in the sentence.
a. (wolf) The shepherds could hear the howling of in the distance.
b. (knife) Set the , forks, and spoons on the table.
c. (leaf) Put tea in the pot and add boiling water.
d. (calf) The farmer put tags on the newly-born .
e. (loaf) The baker sold many of fresh brown bread.
Some nouns have irregular plural forms. They are not formed by adding s or es.
(Examples: tooth, teeth; man, men; oasis, oases)
2. Use different colors to show the singular nouns with their irregular plurals.
woman goose foot child man mouse
a. The students of Pottsville School will visit the Los Angeles Zoo in September.
b. Jack bought a copy of Harry Potter and the Chamber of Secrets at the bookstore.
c. Last Christmas, George Jenkins flew to New Zealand on a Quantas plane.
d. Many tourists travel on the American Airlines from Los Angeles to
San Francisco.
e. Frances is studying biology at Macquarie University.
2. Locate the proper nouns. Write the correct way to capitalize them
above the words.
a. Many basketball players come to play in america during september and
october.
b. jennas favorite book character is willy wonka.
c. shymal left his home in india to live in america. He lives in san diego.
d. As you sail into new york, you will see the statue of liberty.
e. The soccer team, the red dragons, flew to germany to play in the world cup.
1. Choose a word in the top row and one in the bottom to make a compound noun.
NOUNS
Color the compound nouns, using a different color for each one.
a. hay shelf
b. fence storm
c. hair post
e. book book
f. story piece
4. Word Challenge: How many compound words can you make by putting two
of these words together? Any word can be used more than once. Write a
minimum of 20 words. Decide who has the record for the most words.
1. Living things usually live and move together in groups. Match these animals
NOUNS
a. a herd of e. a pack of
b. a school of f. a flock of
c. a troop of g. a litter of
d. a pod of h. a pride of
Up in the rafters of our barn lives a family of pigeons; while below, amongst the straw,
Bessie watches over her litter of tiny white kittens. In one pasture we have a flock of sheep.
Dad keeps a watchful eye on them because of the pack of wild dogs that sometimes
roam the hills. We have a large herd of cows, which are brought in for milking twice a day.
Occasionally, we see a flock of wild ducks fly overhead on their way to the water hole.
a litter of p T B R A L P G Y H E
a herd of e E L E P H A N T S C
a brood of ch F J I K M O T J I H
a school of f S N L P L Z P M F I
a mob of k H Y I E B X S O T C
a flock of sh E S O O R A G N A K
a swarm of b E R N P L W I K U E
a pride of l P G S L Q V P E H N
a troop of m K I B E E S T Y D S
a crowd of p R P U P P I E S T D
Nouns Singular boys dirty hands) You will need an apostrophe. Use
(s) for single owners.
NOUNS
TIP: Ask who is the owner?That is where you put the apostrophe.
TIP: Ask who is the owner?That is where you put the apostrophe.
NOUNS
1. Underline the verbal nouns.
a. A constant buzzing could be heard coming from the laboratory.
b. Horseracing is a favorite Australian sport.
c. Jake enjoys bike riding, but Paul prefers skateboarding.
d. I dont approve of the hunting and shooting of wild animals.
e. Stargazing is a fascinating hobby.
a. Hiking is my favorite pastime. During the last vacation, I walked through the lovely
valleys of the eastern ranges. All was hushed and quiet. The only sounds I heard were
the soft rustling of leaves, the humming of insects, the chiming of bellbirds, and the
b. Waiting for the storm to hit was scary. The wind started with a soft murmuring, which
soon grew to a terrible roar. The constant screaming of the wind soon filled our ears and
rattled the windows. Then there was the unmistakable cracking of branches being broken
by the storms fury. In horror we watched as the fierce wind tore the roofing off the shed.
The whistling and whining of the wind seemed to go on for a very long time. Gradually, it
died down to a low moan, followed by deathly silence. The storm had finally passed.
1. You cannot see or touch abstract ideasthey exist in your thoughts and in your
NOUNS
a. In a fit of anger
#2437 Targeting Grammar 30 Teacher Created Resources, Inc.
STUDENT PAGE 12
NOUNS
Fear is the thunder of a beating heart.
Comfort is hot chocolate at bedtime.
Love is the joy of a bird in flight.
Write a poem, design a sign, or compose a greeting card to define an abstract idea
or feeling. Choose one of these, or choose one of your own.
trust friendship happiness disappointment sadness love excitement
2. Select three of the noun phrases above. Build sentences around them.
a an the
A and an are only used with singular nouns. They are indefinite
because they point to something that is not known by the reader or
the listener.
game)
NOUNS
Noun-forming suffixes include the following:
acy, ant, ence, ism, ice, hood, ship, ary, ory, ery, ium, or, ar, ment, ness
1. The suffixes er, or, ar, ist, ant, and ent all mean one who.
(Examples: One who sings is a singer. One who plays the cello is a cellist.)
Match the definition to the correct word.
2. Many nouns are formed by adding the suffix ion to the verb. The suffix ion
means the act of. (Examples: operateoperation, extendextension) Write
the noun form of these words.
a. complete e. prevent
b. nominate f. televise
c. divide g. attend
d. invite h. provide
2. Rewrite these words as nouns, using the suffixes ance and ence.
a. perform e. pretend
b. enter f. correspond
c. abundant g. persist
d. disturb h. refer
servant R E C R E A T I O N
D V I S I O N Y L S
announcer
Y E G E F K I R H C
justice
O A N R R E U E G U
cemetery
P R I V A C Y T U L
privacy
I T Z A C I R E O P
sculptor
N J G N T T N M R T
recreation
I F A T I S W E J O
vision O A N N O U N C E R
opinion N L O W N J H S A D
NOUNS
Were fighting for the crown.
The lion beat the unicorn
And gave him a frown.
Freddo Frog was invented by Harry Melbourne for ______ McPherson Chocolates
Company. Freddo was going to be ______ mouse, but Harry convinced ______
company that ______ public, generally, would not like mice. Harry made ______ demo
______ first Freddos appeared in 1930. They were not wrapped and cost ______
CHECK 4: Write six compound words using the following listed words. /6
(Words can be used more than once.)
day junk house water farm side sun
yard time light life back play line
d. happy e. safe f. locate
CHECK 7: Give the story a title. Then add the missing nouns in this text. /2
(title)
Once, a sly, mean fox invited a stork to dinner. The fox thought he would play a /6
____________ on the stork. The only ____________ he served was some thin soup
in a shallow dish. The fox lapped up his own soup very quickly. Because the stork had
a long, thin ____________, she could not lap up even a mouthful. At the end of the
____________, the stork was still hungry.
What a pity, my ____________ that you are not hungry. The ____________ was
very tasty! the fox said.
The Look The Shape The Size The Color The Feeling
bald plump tall pale sad
bearded thin short reddish-haired angry
stooped well-built towering freckled old
flamboyant skinny large pimply friendly
handsome long-legged heavy dark-skinned lonely
regal stocky small swarthy excited
Ask the students to choose three adjectives to Ask the students to build a picture of a man
describe the man. Write several responses on using adjectives, then to build a sentence around
the board. Explain that writers, generally, only them. Share their responses.
use between one, two, or three adjectives at any Ask them to reflect on how their choice of words
one timemore would be cumbersome. (e.g., a changed the picture of the man.
short, plump, bearded man; a handsome, dark-
skinned man; a stocky, reddish-haired man)
Exploring
ADJECTIVES
Setting the Scene
Prepare some sheets of paper headed with a range
of story settings (e.g., beach, city, sporting venue,
o d ies es
countryside, train station, street carnival, the Go Baddi llers useto
and hat storyftfectivelayracters,
mountains, etc.). e
t e
Give each pair of students a prepared sheet of paper.
x plain es very their ch or a of
Ask them to list some things they would expect to E ctiv s of way les
see, hear, feel, and touch in that setting. They could adje d image ositive examp
e
then add one or two adjectives to describe their buil r in a p y. Giv ugly od
e a
things. (e.g., golden sand; broken shells; loud, eith tive w nd the ing Ho
d
crashing waves; colorful beach umbrellas; laughing nega erella a Red Ri ide the
d
Cin sisters, f. Prov ge of , and
children; rocks, wet and jagged)
step the wol th a ran , myths k in
After 15 minutes or so, have pairs present and display and ents wi olktales to wor hat
t
their lists. In a second session, you could return the stud tales, f k them ctives the
s e
lists to their authors and ask them to write a short fairy nds. A the adj ies and ings.
paragraph to describe their particular setting. lege s to list good heir find
pair ribe the Share t
desc dies.
bad
Collectors C
Divide the cla
orner Point of View
ss into small gro d in
group with m
agazines, pa
ups. Supply
each Explain that most material we rea
p e rs e wa y
Assign a top
ic for each g
, and junk m
ail. newspapers is biased in som
roup (e.g., fa iting
animals, mo
vie/rock stars shion, cards
, the reporter or advertiser is wr
, food, travel, from a particular point of view.
Ask each gro etc.).
pers.
their topic, c
up to find an
d paste pictu Provide the students with newspa
res about n
of paper. As
ollage-style,
o nto a large s Ask them to work in pairs to sca
k them to wri heet ertiseme nts and
describing a te any numb some articles and adv
e r of gs:
each picture
djectives on
a label to pas list adjectives under two headin
pin up their s
. On comple
tion, the gro
te on/below
Positive and Negative. Direct
ups could tion,
mural of adje
heets, side b
y side, to cre the students to the real estate sec
ut
ctives. ate a large letters to the editor, articles abo
ental, or eco nom ic
political, environm
ising.
issues, and to general advert
Share their findings.
1. We can place an adjective in front of the noun we want to describe. Write one or
two adjectives in each space to describe the noun. (You might like to try some
alliteration.)
a. He looked in the _______________ mirror, and what do you think he saw?
b. I have two _______________ sandwiches in my lunchbox and a piece of
_______________ cake.
c. _______________ lions and _______________ elephants roam the grasslands of Africa.
d. In the heart of Australia there is a _______________ desert.
e. The students made some _______________ puppets for the _______________ concert.
2. We can place adjectives after the nouns that we want to describe. Circle the
adjectives that describe the underlined nouns.
a. I stepped into the room. It was cold and uninviting.
b. Thomas will be anxious if Im not there.
c. The miners stood, alert and watchful, as the fuse was lit.
d. A man rushed into the room, his face flushed and angry.
e. Strange creatures, wild and untamed, roam the high mountains.
1. Replace each space with a suitable adjective from the list below.
Sports Day finally arrived!
ADJECTIVES
T-shirt and (c) _______________ shorts, and pulled on my (d) _______________ sneakers,
with their (e) _______________ laces. I had a (f) _______________ breakfast and rushed
off to school on my (g) _______________ bike.
After the school assembly, we all gathered on the track in our teams. I was the
(h) _______________ runner in my race. We all rushed over the finishing line. I was
(i) _______________ . Wait until you see what a (j) _______________ jumper I am!
Teacher Created Resources, Inc. 43 #2437 Targeting Grammar
STUDENT PAGE 19
b. in the pink e. get the green light h. the gray army k. a black day
ADJECTIVES
b. exciting vehicle h. haunted sweater
3. Choose a verbal adjective in the top line to describe a noun on the bottom line.
Color each pair the same color.
1. Some adjectives are formed by adding al, ous, and y to the noun form.
(Examples: music musical, famefamous, funfunny) Build adjectives from
these nouns. Use a dictionary, if necessary.
(*Spelling alert! Some
letters change when
the suffix is added.)
al ous y
a. comic g. adventure* m. trick
b. exception h. glamour* n. grease*
2. The suffixes able and ible are easily confused. The suffix able is usually
at the end of real words. (Example: noticenoticeable) The suffix ible is
usually at the end of (root) words that dont stand alone. (Example: horrible)
Choose the correct suffix to complete the adjectives in these sentences.
a. Is it poss______ for man to live on the moon?
b. He is such a sens______ fellow.
c. Because of heavy clouds the eclipse of the moon
was not vis______.
d. Twenty is divis______ by five.
e. Before us stood a very fashion______ young man.
f. The weather is some parts of America is very change______.
g. Be reason______! Its pouring rain outside!
ADJECTIVES
a. It was such a ____________ occasionlights, balloons,
2. Now complete these sentences by using the correct set of antonyms from above.
a. Because of the drought, fruit that was once __________ is now __________.
b. The tanks were __________, but now they are __________.
c. The hikers emerged from the __________ cave into __________ sunlight.
d. Rivers are __________, but creeks are __________.
e. The _____________ Cinderella stood before
her __________ stepsisters.
f. Do you want a __________ or a __________ piece of string?
g. The bread is __________, but the buns are __________.
old
large S T P S N C J O K W
wrong D A B H L D R Y L E
wild Y M G O L D P O H N
top U E N R O Z B U G L
new D I R T Y B I N U P
S T I E L L I G H T
hot
H E G R A L T M R L
small
O F H E P A W G J K
heavy
B O T T O M A Y P N
tall
S R O P X S D L O C
wet
clean
Prefixes that form antonyms include the following: dis, un, in, im, il, ir, mis
Suffixes that form antonyms include the following: ful, less
ADJECTIVES
a. The journalist was ____armed as he went into the battle zone.
b. The ____literate man signed his name, but it was ____possible to read.
c. It is highly ____likely that Jonathan will be ____obedient.
d. Our coach made the ____accurate statement that our team was ____beatable.
e. It was an ____believable sight! Then the comet was suddenly ____visible.
a. help f. thought
b. use g. color
c. care h. power
d. hope i. doubt
e. pain j. cheer
ADJECTIVES
superlative degrees.
1. Indicate whether the underlined words are nouns (N) or adjectives (A).
a. She is such a sweet ( ) and kind ( ) person.
b. With a grave ( ) face, the teacher put a
ADJECTIVES
ADJECTIVES
c. The road across the plain is as straight as an arrow.
d. The night sky was as black as ink, until the moon rose.
e. Her face was as pale as a ghost.
a. as gentle as a
sheet
b. as light as a picture
c. as high as the clockwork
d. as pretty as a cucumber
e. as white as a feather
f. as cool as a ocean
g. as regular as sky
lamb
h. as deep as the
as blue as as young as
as hard as as wide as
as poor as as old as
as shiny as as clever as
as silent as as green as
as pleased as as sad as
thought anyone could be, and his long face was like stretched
chewing gum. His bald head shone like a polished egg.
He stalked across the room, his long, skinny, bony fingers
clutching a short stick. His beady, brown eyes bored into my
brain. Well, Brown, what have you done this time? he said in
a menacing kind of way.
2. Fill in the missing adjectives using words from the box below.
Stop that, Bill! shouted Emily, throwing her arms around Tobys neck.
CHECK 2: Sort the adjectives below into the correct columns. /12
impatient barren metal courteous
motorized volcanic artistic overgrown
ADJECTIVES
crowded brazen striped sour
a. high e. careful
b. beautiful f. important
c. dangerous g. smooth
d. responsible h. appropriate
ADJECTIVES
a. as busy as c. as silent as
b. as pretty as d. as light as
Write two sentences on the board, the second e.g., We cant come with you, said Jasmine
containing pronouns. and Fay together.
e.g., The girl has the latest Harry Potter book. Begin a list of personal pronouns with the
She is looking forward to reading it. students help. You may wish to list them
under first, second, and third person pronouns.
Ask to whom the she and the it refer. Use
arrows to show the link between she and Give the students a short piece of magazine
girl and it and book. Write and discuss (or other) text, and five minutes to locate the
other examples using different personal pronouns that have been used. Share their
pronouns. findings.
e.g., Bill and Jack are friends. They like to go Do some oral cloze activities.
riding on their bikes.
e.g., The dog bit Bradley and ______ began to
Review the term pronounswords that take cry.
the place of nouns. Discuss the reason for
using pronouns instead of repeating the nouns. Rowan and Cal have skateboards. _______ go
to the skate park every day to ride _______.
Point out that the pronouns usually refer back
to nouns in the text. Pronouns help tie ideas
together and keep text flowing smoothly.
Exploring
pronouns
Sort It Out xt
p ve te ake
ver-u
Make enlarged copies of texts contain ra ti
ing different ar . M
personal and possessive pronouns. Giv
e each Co a piece ofendialogwuehite-outr
student one copy. Ask the students to ct om d fo
write all the Sele aining s copy an copies irs
a
different pronouns that they can find
on slips of cont larged . Make k the p s.
n s s n
paper. Now place the class in small gro
ups, and an e ronoun ents. A pronou
ask them to sort their words into cate
gories. Some the p of stud missing s. Ask es.
s c
groups could sort them by male, fem
ale, both, or pair l in the esponse eir choi
fil r r th alk
to e thei y
neither. Some could sort them as sing
ular and plural. h a r t o justif nity to t ive ties
S
Some could sort them according to per ents ortu ohes
second, and third. Some could sort them
sonfirst, stud this opp ns as c
u
personal and possessive. Give the gro
between Use t prono
headed with the various categories. Ask
ups charts abou xt.
the students in te
to place their pronoun slips onto the cha
rt. Share
and discuss their findings.
on
Contraction Acti
rds. Give
ab o u t 3 0 c ontraction ca ef sentence
Prepare te a bri
ch stu d en t o ne card. Wri ontraction (e.g.,
ea
e bo a rd w ith a missing c any students
Second Seas on th Ask
the movie.). ir
on ____ all seen lete the sentence with the
c o m p turn , to
Use the pron
oun slips fro who can sta n d . Ask them, in heyve
m the previo contractio n to (e.g., T
activity. In tu us m p le ted sentence e
rn, ask each
s tu d e n t
rea d th e c o
v ie. o r W eve all seen th
a pronoun, s to select o
all seen the m for accuracy.
how the clas ck
sentence con s , a n d offer a movie). Che e
taining that p n ce s to ac c ommodate th f
When a stud ronoun. Vary the sente ctions. After a number o n,
ent gives a s tra o
another stud entence, ask different con udents to pass their card
th e st lly .
ent to offer a
noun that mig turns, ask ffering sente
nces ora
replace that ht d c o n ti n ue o
pronoun (e.g an
to drive a ca ., S h e is learning Contractions l
r. She = J Id youve youl
woman). o anne or Th Ill Ive were
e Im hes hell
s sh e ll
youre she theyll its
e ll they v e theyre
weve w
3. Use a ^ to show where to place the missing pronouns. Then write the missing
pronoun on the line.
a. He cleaned and polished black leather shoes.
b. I gave kitten a dish of warm milk.
c. The teacher told to sit down.
d. Stella hung new hat on a hat peg.
e. They pushed bikes up the steep hill.
#2437 Targeting Grammar 60 Teacher Created Resources, Inc.
STUDENT PAGE 31
1. Diaries are written in first person. Write three personal diary entries.
Monday 12th
Friday 16th
PRONOUNS
Sunday 18th
For the subject of a sentence we use: I, you, we, he, she, it, they
For the object of a sentence we use: me, us, him, her, it, them
1. Circle the possessive pronouns. Use an arrow to show what they own.
c. The parrot flapped its wings and flew onto her shoulder.
b. Put your
3. Dont confuse its, meaning it is, with the possessive pronoun its. Add the
correct wordits or its.
a. ________ great to see you again.
b. The cat sharpened ________ claws on the
and wild.
go any further.
2. Now its your turn. Write four questions and ask a friend to answer them.
a. Who ?
PRONOUNS
b. Which ?
c. What ?
d. Whose ?
came forward.
d. Put _______________ on your brothers cake, said Mom, handing me six birthday
candles.
PRONOUNS
to her friend.
e. Leanne gave me the book and said,
Please put it on the shelf.
2. Pronouns usually refer backwards to a person or thing that has already been
mentioned. Underline the pronouns. Draw an arrow back to the things to
which they refer.
a. The hikers, with backpacks on their backs, climbed steadily to the base camp of Mt.
Everest. The mountain towered above them. It looked impossible for them to climb.
b. Bradley and his two brothers joined the crowd that lined the streets for the parade.
They came to honor the memory of their grandfather. He served in New Guinea during
the war.
Bobbie Sox looked up when Peter entered the kitchen. ________ noticed the grease
under ________ fingernails. ________ve been greasing the gate again! Bobbie Sox
grimaced. ________ went back to ________ scribbling at the kitchen table. Peter realized
that if ________ wanted a cup of tea, ________ would have to get ________ himself!
3. Read the extract from a report on gold. Write an observation about pronouns.
The discovery of gold in California in 1849, and in Australia in 1851, gave wealth to these
young nations and led to population growth, new industries, and improved transport and
communication. The most famous goldfields in the world were discovered in 1886 in South
Africa. Now the worlds largest producer of gold, South Africa controls the price of gold in
world markets.
Observation:
PRONOUNS
CHECK 2: Pronouns are missing from each sentence. Write the pronouns
on the lines. /8
a. Jessica and _____ are going to visit _____ uncle.
b. Where would _____ like to go for _____ vacation?
c. Dad told _____ to get _____ coats.
d. Lets wave to _____ when pass _____ by.
PRONOUNS
CHECK 7: Circle only the pronouns which replace Hans Christian Anderson. /10
Hans Christian Andersen was born in Denmark in 1805, the son of a poor shoemaker. His
father died when he was only eleven-years-old. After attending a school for the poor, he left for
Copenhagen at the age of fourteen. Here Hans met Jonas Collin who helped him to obtain a
royal scholarship, which enabled him to continue his education for the next six years. Hans was
deeply unhappy and called these days the most bitter of my life. In 1835 he published the first of
156 fairy tales. These tales made him rich and famous. He died at the age of 70. Hans Christian
Exploring
VERBS
Body Parts
Draw a large body shape in the center
of a sheet of
butcher paperone per small group.
Give each
group one sheet and a large marking
pen. Ask the
students to start at the top of the hea
d and work
down to the toes. They are to think abo
ut what Spin a Word Web
the different parts of their body do. Ask
them to Divide the class into groups of four or
make a web of words around their bod five
y. Do this students. Provide each group with a
large
for perhaps ten minutes. Then allow
the groups to sheet of paper, a marking pen, and a top
ic.
walk silently round the room to observ Ask the students to write their topic in
e what others a
have written. They may then return to circle in the center. Topics might incl
their work ude
and add any other words they wish. the following: Football Game, Tennis
Allow at least
two sessions to encourage much dee Match, Shopping Spree, The School
per thinking. Band,
Display these sheets and use them as The Beach Scene, Camping, or Leisure
a basis for
some five-minute writing activities. Time. Ask each group to make a web
of at
least twenty verbs around their topic.
Tell
them the verbs will largely be action
verbs
(e.g., run, kick, hit, throw, tackle, pus
h,
grab). Ask them to also include sayin
g
and thinking verbs (e.g., shout, che
er,
squeal, plan, decide, hope).
Allow about 20 minutes. Encourage
them
to keep adding to their web by thinkin
Have Your Say more broadly and deeply about their
g
topic.
Divide the class into groups of four. At the end of this time, ask each group
to
Provide any number of narrative texts. present and display their word webs.
Tell the students that they will be skimming through
some books looking for dialogue between characters.
Tell them that writers always tell the reader who is
speaking and how they are expressing their words.
Young writers often overuse the word said. Tell the
students that their job is to make a list of the different
ways the characters express themselves,(e.g., they could
shout their words, or growl them, call, whisper, grunt, and
so on. As the groups report back, write a master
list of all the different words they offer.
Ask the students to think of a title for the list.
This master list could be displayed for
student reference when they write their
own narrative texts.
VERBS
c. Ella screamed,
3. How many alternative verbs for said can you think of?
said
Having Verbs been*. (*Note: Be, being, and been are only used with
other verbs.)
The words has, have, and had are also used as verbs.
VERBS
c. Next week I will be my birthday.
d. I can as well as you can.
e. After their long trek, they were .
1. Underline the verb phrases. The first one is done for you.
a. Autumn leaves have just started to fall.
b. Calum has always been my friend.
c. The voters will probably elect a new president.
d. A new planet has recently been discovered.
e. He will be sadly missed by us all.
f. You can always depend on Leo to help.
A sentence can be made negative by placing not or never after the helper. (Examples: I
have not eaten yet. They will never win the game. She cannot see without glasses.)
b. You might see him tomorrow.
c. We will be traveling to the coast in June.
d. The surfers should wait for the tide to turn.
e. The fire is burning across the eastern ridge.
1. Underline the contractions. Write the words they replace in the parentheses.
a. We couldnt enter the store until 9:00 a.m. ( could not )
b. The disappointed crowd didnt wait for the final score. ( )
c. Shouldnt you be in bed? ( )
d. Kang hasnt seen a lunar eclipse before. ( )
e. It isnt raining yet. ( )
f. Porter wasnt driving a red Ferrari. ( )
VERBS
2. Match and color the contractions with the words they replace. Use a different
color for each contraction.
2. Underline the verb. Box the subject. To find the subject, ask who or what did
this.
a. During the holidays, Mr. and Mrs. Flynn visited Canada.
b. The long and winding road led to a quaint old farmhouse.
c. There are joggers down by the river.
VERBS
A singular subject has a singular verb. (Example: The mouse was frightened.)
A plural subject has a plural verb. (Example: The mice were frightened.)
1. Match and color the contractions with the words they replace. Use a different
color for each contraction.
VERBS
shed he is hell they are theyd he would
3. Have some fun with infinitives. Work with a partner to decide on the meanings
of these idioms. Share your ideas with the class.
Present Singular I am eating fish. You are eating fish. He/She/It is eating fish.
continuous Plural We are eating fish. You are eating fish. They are eating fish.
Present Singular I have eaten fish. You have eaten fish. He/She/It has eaten fish.
perfect Plural We have eaten fish. You have eaten fish. They have eaten fish.
Perfect Singular I have been eating fish. You have been eating fish. He/She/It has been eating fish.
continuous Plural We have been eating fish. You have been eating fish. They have been eating fish.
Past Singular I was eating fish. You were eating fish. He/She/It was eating fish.
continuous Plural We were eating fish. You were eating fish. They were eating fish.
Past Singular I had eaten fish. You had eaten fish. He/She/It had eaten fish.
perfect Plural We had eaten fish. You had eaten fish. They had eaten fish.
Perfect Singular I had been eating fish. You had been eating fish. He/She/It had been eating fish.
continuous Plural We had been eating fish. You had been eating fish. They had been eating fish.
Future Singular I will be eating fish. You will be eating fish. He/She/It will be eating fish.
continuous Plural We will be eating fish. You will be eating fish. They will be eating fish.
Future Singular I will have eaten fish. You will have eaten fish. He/She/It will have eaten fish.
perfect Plural We will have eaten fish. You will have eaten fish. They will have eaten fish.
Future Singular I will have been eating fish. You will have been eating fish. He/She/It will have been eating fish.
perfect
continuous Plural We will have been eating fish. You will have been eating fish. They will have been eating fish.
We can even add other verbs to clarify our meaning. Look at the examples below.
I could have been eating fish. They should be eating fish. He might have eaten fish. We can eat fish.
1. Fill in the missing verb from these present tense happenings and then draw them.
S The sun _____ shining. A helicopter _____ hovering. Someone _____ knocking.
I
N
G
U
L
A
R
P The balls _____ bouncing. We _____ reading. They _____ skateboarding.
L
U
R
A
L
VERBS
2. Add a verb or verb group in the past tense.
a. The skydiver ________________________ to the ground.
b. The mountaineer ________________________ the high alpine peaks.
c. He ______________________ a taxi and ______________________ to the train station.
d. The athletes ________________________ flags for the final march.
e. Fearlessly, he ________________________ beneath the waves.
a.
b.
c.
d.
e.
Go back and circle your verb phrases. These verbs show future tense.
Not so today. Today was different. I felt myself being scooped up with the rest of the
coins and dropped with a jingle, deep into a trouser pocket. Squashed at the bottom, I was
uncomfortable and more than a little breathless.
As Mr. Grant waited for the bus, he wrapped his pudgy fingers around a bunch of coins, with
me in the middle. He took us out of his pocket and spread us out on his palm. I guessed he was
counting out his fare. I couldnt help but think that I wouldnt be of any use to him, not with all
VERBS
those smart one and two dollar coins.
Just then the bus appeared at the corner. Mr. Grant closed his hand, but I felt myself slipping
through the crack in his fingers. The thunder of the approaching bus swallowed my cries as I
fell and hit the sidewalk spinning and jarring. The crunch of a boot grazed my side and sent me
flinging end over end into the street. The world spun out of control as I rolled helplessly towards
a grate. Then I was falling noiselessly, down, down, down. I landed in a soft puff of dust. Then all
was silent. So silent. At the bottom of my prison all was dark and dank and cold and dusty.
2. Now continue the story with some verbs of your own choice.
I dont know how long I __________ there in the silence. I lost track of time. I __________
that I was back in Mr. Grants room. I thought about all the rooms Id been in, all the pockets and
purses, and all the hands Id passed between.
The Eiffel Tower was designed by Gustave Eiffel for the Worlds Fair
of 1889. It stands 352 meters above the Champs de Mars in Paris. The
tower is an elegant wrought-iron skeleton structure built from 6,400
metric tons of iron and steel. The Eiffel tower contains restaurants and a
television and weather station. Elevators and stairs lead to the top. For
many years, the Eiffel Tower was the highest structure in the world.
Observation:
Mosquitoes
Mosquitoes _________ very small, slender, frail insects. They _________ only two wings
and _________ found in most parts of the world.
Mosquitoes breed in still water during the warmer months of the year. The female
mosquito _________ blood from humans so she is able to _________ her eggs.
Mosquito bites _________ swollen, itchy spots on the skin that _________ very irritating.
In many parts of the world, mosquitoes _________ diseases
such as yellow fever and malaria. Many humans have died as
a result of mosquito bites.
1. Choose the correct verbs from the box to complete this recipe.
VERBS
_______________ milk.
_______________ until the sugar has dissolved.
_______________ over the top of the bread.
_______________ in a baking dish of hot water.
_______________ at 350F for 40 minutes, or until custard is set.
The top should be golden brown.
A savage lion live on the moon, in a cave of gray rock. At night, it lay sleep ,
huddled in a corner for warmth. By day, it hunt . But there was no food on the moon, and
the lion grew hungrier and fiercer. At last, it could bear it no longer. It lay wait until the
moon-goddess, Selene, gallop past in her chariot. He pounce on one of her chariot
horses. Just in time, Selene flick the horses with her whip and the chariot went flash
out of range. The lion miss its footing and plunge down through the sky like a shooting
star. It land on Earth, in Nemea in Greece. Like all cats, it fell on its feet, and so was
unharmed. It look around with angry yellow eyes, still ravenous for food. It saw an olive
tree, a cave, and a boy play .
VERBS
2. All the verbs below end in the suffix er. Here is a quick quiz for you.
Name something that . . .
a. would make your teeth chatter. ________________________
b. you would consider to be heavy. ________________________
c. might flicker in the dark. ________________________
d. might make you snicker. ________________________
e. would meander. ________________________
f. you could hammer flat. ________________________
g. would shimmer in the light. ________________________
h. you will always remember. ________________________
#2437 Targeting Grammar 88 Teacher Created Resources, Inc.
STUDENT PAGE 52
Verbs with Suffixes change the way words are used. Suffixes
en, ate, and ify indicate verbs.
Suffixes 2
1. Search out the verbs. They all end in the suffix le.
gargle S W S L G U K R T
stumble T R E M B L E H E
juggle R C H U C K L E L
chuckle
U R D J A B G L K
startle
G O S U I F N T R
tremble
G A R G L E A R A
struggle
sidle L O P G N F D A P
sparkle E M E L B M U T S
dangle N E D E L D I S E
2. Add the missing verbs. Use the suffix ify. Check your spelling.
a. I know a thunderstorm would __________________ my kitten. (terror)
VERBS
b. Put your hand up to __________________ you are ready. (sign)
c. Im sorry I could not __________________ you earlier. (note)
d. The council will __________________ our city parklands. (beauty)
e. Could you __________________ the person you saw at the window? (identity)
1. Indicate whether the underlined words are nouns (N) or verbs (V).
a. I had a free pass ( ) to the tennis match. ( )
b. He held onto the post ( ) with all his might. ( )
c. He will train ( ) his dog to pick up his walking stick. ( )
d. Autumn leaves ( ) litter ( ) the sidewalk.
e. They race ( ) round the block ( ) every day.
Some words are pronounced in the same way, but have different spelling be bee
and different meaning. These words are called homophones. alter altar
hear here
3. Circle the correct word in the parentheses. daze days
a. The anxious father ( paced paste ) the floor. see sea
b. Ointment will help to ( heel heal ) the wound.
c. She was a ( guessed guest ) at the wedding.
d. They all ( knew new ) the answer to the first question.
e. If you ( break brake ) the vase, you must ( by buy ) me another.
#2437 Targeting Grammar 90 Teacher Created Resources, Inc.
Assessment Verbs
CHECK 1: Underline ten verbs or verb phrases in this story extract. /10
Bobbie Sox had a bee in her bonnet!
She sat at her kitchen table with a soft pencil and a blank sketchpad. She began to hum
as she scribbled in her sketchpad. Scrunched balls of paper soon littered the floor around her.
She mumbled. She pursed her lips. She sat back in her chair and looked at the ceiling. She
scribbled some more . . .
VERBS
One day, a boy and his dog were walk____ along a wide, sandy beach. The boy whistle____
as he walk____. The dog follow____ closely behind. They had not walk____ far, when the dog
spot____ a crab. He chase____ the tiny creature, bark____ and snap____ his teeth. The crab
scurry____ away.
CHECK 6: Write three sentences using the verbs below. Choose your tense. /3
qualify advertise wonder stumble strengthen
e.g., high, higher, highest; hard, harder, hardest e.g., silently, more silently, most silently
Thus, some adverbs of degree will look like adjectives. Some adverbs of degree are irregular.
Always remember that adverbs add meaning to verbs,
adjectives, and other adverbsnever to nouns. e.g., well, better, best; much, more, most; badly, worse,
worst
Exploring
ADVERBS
Thinking Mats
Provide a range of books, magazines
, and
newspapers. Divide the class into gro
ups of four.
Give each group a thinking mat as
illustrated, with
ly written in the center. Each of the
four students
sits facing a quadrant.
ious
e r s ions om the preuvr.
Conv ists
fr
s of
fo
ords
the l e group these w jective
u rn
-ly Ret ity to th most of m an ad y from
l
activ ain that rmed fro ; grand ).
l e
Exp been fo rom saf m peace les
e f u
Ask the students to skim the reading hav safely fully fro elling r ily,
., e p s
materials and, (e.g d; peac some s mes ea the
without speaking, list as many adverb o k
s as they gran uss how asy bec ly). As the
can, which end in ly. Allow 1015 min c e
Dis (e.g., es ang conver es.
r i t
utes. One y v
student then reads the words that he o
app y becom tempt t adjecti llect or
l
or she has t o o
written. The others cross out any the r
y have that are ang nts to a eir list t ring. C
e
the same. Repeat for each student. stud rbs in th roup sha
The group then makes a list of their wor adve with a g lists.
left-hand side of a separate sheet of pap
ds down the End ay their
l
time for sharing. Collect or display lists
er. Allow disp
.
Adverb Sorts
Prepare a number of sets of adverb wor
d
cards. Each set has 24 cardseight
adverbs of manner, eight adverbs of tim
e,
and eight adverbs of place. Store sets
in
plastic, zipper bags. Divide the class
into
pairs or small groups. Give each gro
up a
set of adverbs and ask them to sort them
into how, when, and where adv
erbs.
Groups report back to the class. Word
cards
are returned to the bags for reuse.
There are three types of adverbs that say more about verbs.
Mannertells how an action occurs.
Timetells when an action occurs.
Placetells where an action occurs.
1. The adverb in each sentence is underlined. Does it say how or when or where
about the verb?
a. Bluejays often come to drink in our bird bath.
b. I couldnt find my car keys anywhere.
c. Tomorrow we are going to visit the historical museum.
d. She spoke hesitantly, as if she didnt know what to say.
e. Sit here and wait till I come back.
ADVERBS
2. Underline the adverbs in each sentence. Remember adverbs tell how, when,
and where.
a. Donna is catching a train early this morning.
b. He tapped his fingers impatiently on the table.
c. I will stay here with all my friends.
d. The farmers looked anxiously at the dark storm clouds.
e. I seldom see my cousin since she left our town.
f. Sometimes my brother and I go walking.
g. The man always drives carefully.
#2437 Targeting Grammar 96 Teacher Created Resources, Inc.
STUDENT PAGE 55
2. The adverbs have been underlined. Draw an arrow from the adverb to the verb
ADVERBS
it tells about. Do the adverbs say how, when, or where about the verb?
a. Linton called excitedly to his friends. how
b. Occasionally, we go swimming in the creek.
c. If you arrive late, you may not get a seat.
d. Sit there and read your book quietly.
e. Autumn leaves fell down on the soft ground.
f. Our cousins arrived from Sweden yesterday.
1. Complete the sentences with adverbs from the box. Compare your answers
with others. Note how the choice of adverb modifies or intensifies the meaning.
1. Place a ^ where you think the adverbs should go. Compare your answers with
your classmates. Note any differences in meaning.
a. Fritz gave Fred three dollars. (only)
b. He got home as the sun went down. (just)
c. Michelle was told to rewrite her report. (also)
d. It was Jonah who was to blame. (mainly)
e. Amy thought she saw a falling star. (even)
ADVERBS
Like adjectives, adverbs show degree. And like adjectives,
many are formed by adding er and est. Adverbs ending in
ly need more or most. Look at the examples below.
soon, sooner, soonest evenly, more evenly, most evenly
2. Have some fun with adverbs. Complete each alliterative sentences with
an adverb. The first one has been done for you.
a. Roger runs recklessly round the rugged rocks.
ADVERBS
strongly Y G L O U D L Y K R
sadly L S M O O T H L Y B
usually
H I G H P R Q K L D
ADVERBS
forwards
G E A R L Y U A I E
inside
high U D A C K W A E P V
below T I G H T L Y W P O
roughly R S D R A W K C A B
quickly
D T S L O W L Y H A
late
R U N U S U A L L Y
loosely
L O W Y L W O X S D
softly
3. Write five questions about this text. Ask a classmate to answer your questions.
Florence Nightingale was born in Italy in 1820, but she grew up in England. The daughter
of a wealthy family, she was bright and well educated. Against her parents wishes, she
decided to become a nurse. A war had broken out against Russia in the Crimean Peninsula.
Florence was asked to go there to nurse the wounded soldiers. She took very great care
of the men. Each night she would walk through the wards to make sure the soldiers were
comfortable. She became affectionately known as The Lady with the Lamp. After the war,
she returned to England in poor health and did not nurse again. She died in 1910 at the age
of ninety.
#2437 Targeting Grammar 102 Teacher Created Resources, Inc.
Assessment Adverbs
CHECK 1: Add a suitable adverb. /4
a. He walked ____________ into the damp, dark cave. (how)
b. ____________ I will play tennis with Patrick. (when)
c. We are going ____________ for a vacation in August. (where)
d. Ill mail the letter ____________. (when)
ADVERBS
a. She looked ____________ disappointed when I left to go home.
b. Jesse was ____________ scared when the storm struck.
c. I am glad we are ____________ there.
CHECK 8: The adverbs are underlined. Draw a line to the verbs to which
ADVERBS
Reviewing prepositions and phrases Explain that the work of these phrases is to
say when the man drove.
Write a short sentence starter on the board.
Restate that a phrase is a group of words
e.g., The man drove . . . with no verb. Tell the students that phrases
can do the same work as adjectives, adverbs,
Ask the students to give you some words to and nouns. (Introduce adjectival and noun
add that could tell you where he drove. They phrases in later lessons.) Tell them that
will probably respond with phrases. Write without phrases, you often dont get enough
these in a list and select students to read the information. Illustrate with the starter and the
created sentences. sentences that students have just created by
e.g., The man drove down the street. adding phrases.
along the road.
to San Deigo. Write one phrase on the board (e.g., over the
under a bridge. hill).
Introduce the word phrasea group of words Explain that the first word in a phrase is very
with no verb. Explain that the work of these often a preposition. This is a word that puts
phrases is to say where the man drove. people and things in certain positions (e.g., up
the ladder, down the ladder). Ask what makes
Rewrite the sentence and add a phrase such the two phrases different. Try some others
as at high speed. Explain that this tells us (e.g., in the box, beside the box; over the gate,
how the man drove. Ask them to give you under the gate).
some more (e.g., at top speed, in a dangerous Go back and ask the students to pick out the
manner, below/above the speed limit). prepositions in the earlier phrases, and circle
them.
Again talk about what a phrase is. Explain
that the work of these phrases is to say how Have a list of commonly used prepositions
the man drove. prepared. Display and ask students to think
of a phrase beginning with a preposition from
Now ask the students to add a phrase that says the list.
when the man drove. Write their answers
(e.g., last week, on Friday, all through the Ask the students to write a phrase beginning
night). Select students to read the newly with a preposition. Then ask them to use their
created sentences. phrase in a sentence. Take time to share and
discuss their responses.
PREPOSITIONS
aboard at down of to
about before during off towards
above behind except on under
across below for over until
after beneath from past up
against beside in since upon
along between into through with
among by near until without
around
#2437 Targeting Grammar 106 Teacher Created Resources, Inc.
prepositions & phrases TEACHING NOTES
Exploring
PREPOSITIONS & PHRASES
Leaves Fall
Divide the class into groups of four, eac
h with a large sheet of paper
and a marking pen. Give each group
one of three topicsLeaves, Rain,
Snow. Ask some groups to list phr
ases to describe their topic (adjectival
phrases). Ask other groups to write
phrases that say where, how, or whe
these fall (adverbial phrases). Look at n
the examples below.
leaveson the roof, against the fen
ce, with wrinkled faces, in autumn,
in dancing colors, of sunny-warm hue
raindown the drain, into gullies,
during summer storm, in large
drops, like dazzling diamonds
snowlike tiny feathers, on high mo
untain tops, over the sleeping city,
in silence
It is recommended that the students
do this over two sessions, so they
get to deeper, more imaginative levels
of thinking. Share and display their
lists. These lists could become the bas
is for writing poetry.
.
.
PREPOSITIONS
.
.
along for to
among from towards
around in under
before into until
behind near up
below of upon
beneath off with
beside on without
PREPOSITIONS
& PHRASES
a. I will not go ____________ you ____________ that cave.
b. ____________ the night, we had a shower ____________ rain.
c. He stood ____________ top of the mountain and looked
____________ his new land.
d. Pick a number ____________ one and ten.
e. The horse galloped ____________ the open gate.
f. There are gardens of coral ____________ the sea.
g. We run ____________ the track twice each morning.
h. They cast their votes ____________ the election.
i. Is it far ____________ California ____________ Utah?
j. Flowering native trees grow ____________ the riverbank.
1. The adjectival phrases have been underlined. Circle the nouns they describe.
Note the position of the adjectival phrase.
a. The shoes in the box are new and expensive.
b. The boy riding that horse is only six-years-old.
c. She handed the note from her mother to the teacher.
d. Mr. Brodie is proud of the flowering orchids in his greenhouse.
e. At the corner shop, we bought two bags of potato chips.
f. The students, dressed in school uniforms, arrived at the history museum.
wearing colorful silks tied with silver ribbon wearing a brave smile
of sandwiches beneath our feet with sequins around the hem
b. The boys were a menace to the walkers riding around in the park.
c. The tourists with their webbed feet enjoyed seeing the platypuses.
#2437 Targeting Grammar 110 Teacher Created Resources, Inc.
STUDENT PAGE 64
PREPOSITIONS
& PHRASES
everywhere in a corner somewhere in a glass case
to the marketplace near the main railway station sometimes
to add to my collection at bargain prices
#2437 Targeting Grammar 112 Teacher Created Resources, Inc.
Assessment
Prepositions & Phrases
CHECK 1: Underline the phrases. /10
On Saturday morning, we drove to Leslie Dam for the day. We had a picnic lunch in a
shady area overlooking the dam wall. In the afternoon, we went boating on the calm water.
Later, we played a game of football on the grassy banks with some other families.
PREPOSITIONS
c. Many tourists visit Rome to see the spectacular churches and museums.
& PHRASES
d. People travel all over the country by road and train.
e. In 79 a.d., Mt. Vesuvius erupted and destroyed the town of Pompeii.
to emphasize words in a sentence. Quotation marks are used around spoken words in
e.g., Youre so bossy. You did WHAT? dialogue.
Periods end statements and commands. e.g., Dinner is at seven oclock, called Mom.
e.g., The waterfall was spectacular. Close the gate. Jo replied, What are we having?
Question marks end questions. Apostrophes are used as follows:
e.g., Im thirsty, arent you? Do you want a can with nouns to show possession. (e.g., Jacks
of soda? clothes)
Exclamation marks end exclamations. to contract pronouns and helping verbs. (e.g.,
e.g., Trust Eddie to forget! What a surprise! Weve packed a picnic lunch. Youre invited to
come.)
Commas are used for the following: to contract helping verbs and negatives. (e.g., I
to separate words in a list. cant sleep. Ben didnt win. She wasnt lost.)
e.g., At the fruit stand, I bought apples, pears,
bananas, figs, and a watermelon. Sentences can be written from three different points
of view.
to separate a beginning phrase or clause from the
rest of the sentence. First-person point of view is when a writer,
e.g., Later that afternoon, we arrived home from speaker, or character is doing the talking. (e.g.,
our trip. I eat my greens.)
Although we were tired, we unpacked the car. Second-person point of view is used when
to separate an embedded phrase or clause from someone is spoken to. (e.g., If you look, you
the rest of the sentence. will see your hat.)
e.g., Aunt Jean, wearing her purple hat, drove off Third-person point of view is used when writers
to the shops. and speakers talk about other people and things.
The storm, which we had been promised, did not (e.g., They were left behind with their teacher.)
materialize.
Paragraphs consist of any number of sentences,
to separate spoken from unspoken words in grouped around a single main idea.
dialogue.
e.g., This is the house I once lived in, sighed Connectives are words used to sequence ideas
Madison. across text.
It must have been fun, said Sue, to sleep up in e.g., Last Sunday, first, then, soon, afterwards,
that attic room. suddenly
Reviewing Sentences a capital letter and ends with a period. This fences
in the idea. We can tell where it starts and where it
Write a colorful verb on the board. (e.g., crash) ends.
Ask the students what they think about when they Write another colorful verb on the board. (e.g.,
see that word. Pick up on a topic from the answers squeeze) This time list a number of topic words.
they give you and write it on the board. (e.g., truck) (e.g., oranges, hand, toothpaste, hole in the wall)
Ask them how we might say something about the Ask the students to pick one and think of one idea
truck and the crash. They will probably respond in for a sentences. Write several responses on the
sentences. Write some of these on the board: board.
e.g., The truck crashed into a tree. Ask the students for their understanding about a
The truck was going too fast and crashed. sentence.
A truck and a car crashed. Write two more great verbs on the board, and
The truck crashed and the driver was hurt. ask students to write a sentence for each. Share,
Tell the students that here are four ideas about a discuss, and reflect on their learning.
truck and a crash. Each idea is called a sentence. Return to this process at a later date, to extend their
Repeat this process with another word. (e.g., melt) learning by introducing adjectives or adverbs.
Again talk about the concept of a sentence being
one idea. Remind them that a sentence begins with
Exploring
SENTENCES
Fact Packs
Students, individually, select five pict
ures of different
productsfood, clothing, footwear, whi
te goods,
cars, etc. (Use magazines or junk mai
l.) Each student
prepares five sentence strips, using a
word-processing
program. The sentences should give
facts
product, but not name the product. (e.g about the
., This product
is sold in a department store. It is an
article of clothing
worn by a male. It would be purchased
to wear in
winter. This item has been made from
wool. It would
be quite expensive to buy.)
Ask the students to print and cut out
the five sentence
strips. These are placed in a plastic,
zipper bag, News Views
with corresponding pictures. Place the
work of four otos from a
students in one bag. Cut out some captioned ph
for every pair of
Divide the class into groups of four. newspaper, from 6 to 10
ons and store the
bag, and ask them to sort out which
Give each group a students. Cut off the capti
sentences belong stic, zipper bag.
with which picture. When all have bee captions and photos in a pla
n placed, ask a bag and ask them
the original writers of the material to Give each pair of students
move around the photos. Ask them
room and check for accuracy. Discus
s the composition to match the captions and
nces in a caption.
and clarity of the sentences. to note the number of sente
Variation: Use this activity to explore ding the matched
and share a topic Pairs should take turns rea
of class research. scuss captions with
captions to each other. Di
the whole class.
n returned to their
Captions and photos are the
bag for reuse.
dent a newspaper
Keywords Variation: Give each stu
of paper. Ask the
s containing a noun
and a photo to paste on a sheet
Prepare a set of card e class. students to draft and write
a one-sentence
tive ve rb on e fo r each student in th s with captions
rela , drift; caption underneath. Photo
(e.g., truck, crash;
mouse, scurry; boat played.
ef, prepare) could be presented and dis
statue, discover; ch them
ut e th e ca rds, one per student. Ask
Distrib keywords
ence using the two
to write a great sent ge their
th e ca rd . Th en ask them to exchan
on cond
udent and write a se
card with another st
e two keywords.
sentence around th ete,
pe at a th ird tim e. When this is compl
Re have been
the sentences that
share and discuss ntence,
s composition of se
constructed. Discus
nctuation, etc.
type of sentence, pu
2. Read the following text and locate the sentences. Show sentence boundaries
with capital letters and periods.
Spain is a land known for its sunny beaches, its castles, its wine, its olives, and its
bullfights it shares the Atlantic coast with Portugal the Bay of Biscay lies to the north and
the Mediterranean Sea to the south the capital of Spain is Madrid Columbus set sail from
Barcelona, in 1492, to discover America
a.
b.
c.
d.
SENTENCES
3. Write two facts and two opinions about a game you know well.
Game Title:
Facts Opinions
1. In TV quiz shows, the host asks the contestants questions. How many of these
questions can you answer correctly?
a. In what year did man land on the moon?
b. How many toes does a monkey have?
c. What are the three colors of the Italian flag?
d. Where do monks live?
e. Who was Americas first president?
f. What are two wind instruments?
g. Why do skunks give off a stinky smell?
h. When did Columbus discover America?
i. Who created Mickey Mouse?
j. What is Americas national bird?
Your score: /10
roasted and their thin skins removed. The remaining kernels are ground between rollers to
make chocolate. Today, millions of tons of chocolate are used each yearin drinks, candy,
cakes, puddings, and pies. Most of the worlds supply of chocolate now comes from Africa.
a.
b.
c.
d.
e.
#2437 Targeting Grammar 120 Teacher Created Resources, Inc.
STUDENT PAGE 69
Exclamation marks also follow words and phrases expressing strong emotion.
(Examples: Ouch! Oops! Man overboard! My goodness! What fabulous earrings!)
SENTENCES
2. Add verbs from the box to complete the instructions for this
science experiment.
plastic bucket
Instructions: ________________________ the jar with the dried peas or beans.
________________________ the jar lightly to settle the seeds snugly.
________________________ more seeds until the jar is full.
________________________ water into the jar, filling it completely.
________________________ the lid on tightly.
________________________ the jar in the bucket and leave overnight.
When you examine your experiment next morning, the jar will be broken.
What do you think has happened?
#2437 Targeting Grammar 122 Teacher Created Resources, Inc.
STUDENT PAGE 71
Sentences have two parts:
Sentences - the subjectthe person or thing the sentence is about
the predicatewhat is written about the subject
Subject and The predicate always include the verb.
1. Put a box around the subject of each sentence. Observe where subjects are
placed in sentences.
a. An exploding volcano often sends out a cloud of poisonous gases.
b. A cold front is the leading edge of a moving mass of cold air.
c. Faster and faster, the skier sped down the mountain slope.
d. From all over the world came messages of sympathy.
e. At the factory, pineapples are processed and canned.
f. In no time at all, Julie had finished reading her book.
Observation:
SENTENCES
a.
b.
c.
d.
e.
f.
Coordinating conjunctions include the following: and, but, for, yet, so, or, nor.
Coordinating conjunctions join simple sentences. These are now compound sentences.
Jack is leaving now, but hell be back later.
Sarah is going to Michigan, and Im going with her.
It is getting dark, so Ill walk home with you.
1. Join the two sentences, using the conjunctions in the box below.
a. Jane has an appointment at three oclock, ______ she must leave early.
b. I would like to buy this violin, ______ it is too expensive.
c. I am going to Disneyland, ______ Id like you to come with me.
d. She went away for a very long time, ______ she never forgot us.
e. Would you like orange juice, ______ would you prefer lemonade?
SENTENCES
3. Join the sentences to make a compound sentence.
a. Dark storm clouds gathered in the west. Thunder rolled across the sky.
b. It was late at night. The weather remained warm and humid.
c. Tom collects stamps. Jerry sketches birds. Bill doesnt have a hobby.
Teacher Created Resources, Inc. 125 #2437 Targeting Grammar
A word about CLAUSES
A clause is a group of words with a subject and a verb.
Examples: Dad and I went fishing.
The athlete won a blue ribbon.
A principal clause contains the main idea. A simple sentence has just one
principal clause.
Examples: Bill likes watching action movies.
Birds fly home at sunset.
The words below are the conjunctions we most often use to join clauses.
A subordinate clause can be Before we left for Pebble Beach, we checked the map.
at the beginning or at the end
The car, because it is new, is quiet and reliable.
of a sentence, or it can be
embedded in the middle. Our water tanks will be full when the drought breaks.
2. Underline the subordinate clauses. They may appear at the beginning, in the
middle, or at the end of a sentence.
a. Diamonds are very valuable because they are rare, hard, and beautiful.
b. Deserts become very cold when the sun disappears in the evening.
c. When the Brisbane River flooded in 1974, many properties were destroyed.
d. Beetles keep their thin wings folded unless they are flying.
SENTENCES
e. The first books, as far as anyone knows, were made in Egypt 5,000 years ago.
f. Not many adults ride bicycles although they are an easy form of transportation.
1. Note what the adverbial clauses tell ushow, when, where, or why.
a. The astronauts needed oxygen tanks while they were on the moon.
b. The guide showed us a cave where we saw wonderful cave paintings.
c. After I do all my research on fungi, I will write my information.
d. We sat around the campfire because it was so cold.
e. I will come as fast as I can.
f. Once were at the shopping mall, you may go wherever you wish.
g. Although a penguin has wings, it cannot fly.
h. I am not going unless you come with me.
i. People could not cross rivers and seas until they invented boats.
j. When gold was discovered, many people made their fortune.
2. Write the conjunctions from the above sentences. Then search them out here.
S F P T N C J O K R
D W H E R E V E R B
SENTENCES
Y H G Y P F Q I H D
U E B E C A U S E E
U N L E S S I R U R
E T I E L T E E O E
L I T H Q R T T R H
I F N E P O W F J W
H G U O H T L A P Y
W L O W X S H X A D
Adjectival clauses
always follow the There is a comma before
noun they describe. which but not before that.
d. The cave, __________ we discovered by accident, was small, dark, and musty.
e. There is the clock, __________ is known throughout the world as Big Ben.
f. This is just one of the many castles __________ overlook the river.
2. Complete the sentences using noun clauses. (Tip: Ask the question What?
a. I thought
b. No one could guess
c. Do you know
d. I smiled when Joseph said
e. He pretended
The night of the school concert arrived. Our senior choir opened the show. Jackson, who
SENTENCES
was a great singer, was next. You could tell he was feeling very nervous. However, he sang well
and the audience clapped loudly. Later he said that he had relaxed once he was out on stage.
Soon it was my turn. I stepped onto the stage to play a lively piece on the piano. I had been
practicing for weeks and I felt that I knew it well. Seated at the piano, I sensed that everyones
eyes were on me. Nevertheless I played my best. The audience cheered and Marty said that he
didnt know I could play so well. The concert finished with our combined choirs. Mr. G said that
we had all performed very well. He said we should feel very proud of ourselves.
Quotation marks are used around Dinner is on the table, called Brenda.
spoken words. Thank you, Jess replied.
(Remember: New speaker, new line.) Me, too! shouted Jack.
1. Underline the spoken words in this dialogue. Note the placement of the
quotation marks.
What can you tell me about the moon? asked the teacher.
It is a satellite of the earth, said Raj immediately.
Sarah added, It is our nearest neighbor.
And it is much smaller than Earth, said Timothy.
The teacher then asked, What do people see
when they look at the full moon?
Raj said, The face of a man.
A girl reading a book, said Sarah.
Timothy laughed, Sometimes they see a jumping rabbit.
And sometimes they see an old man with a bundle of sticks on his back, added
the teacher, smiling.
Spoken words are separated from unspoken words by a comma, question mark, or
exclamation mark. Note their placement. The first spoken words has a capital letter. Each
new speaker is given a new line.
SENTENCES
a. Will you sponsor me in the walk against cancer asked Todd
Yes said Mrs. Jiggs Ill give you $2 per mile
b. Have you read the latest Gordon Black novel asked Joy
No sighed Jayne I havent been able to buy a copy
anywhere
Paragraphs can be separated by a line space or by indenting the first line. As a general
guideline, paragraphs have at least two sentences, but no more than ten.
Here is an example:
Antarctica is the coldest, highest, windiest, loneliest continent on Earth. It is bigger than
Australia, but almost no one lives there. Much of the continent remains unexplored.
The South Pole is in the middle of Antarctica. This region has very long winters where the
sun may not rise for months. The winters are the coldest on Earth . . .
1. Divide this extract from a report on the eclectus parrot into paragraphs. Draw a
line around each paragraph.
The eclectus parrot is unique among the many species of parrot. Unlike other parrots, both
the male and female have brilliantly colored plumage. This parrot is large and stocky with
a short tail and long round-tipped wings. The male is brilliant green with bend of wing blue.
The underwing and sides of his body are red. The female is mostly bright red with a blue-
purple lower breast. Eclectus parrots live in the canopy of forests in New Guinea. They
extend west to the Moluccas, east to the Solomon Islands, and south to the tip of Cape York
in Australia. They nest in hollows in fig, milkwood, and black bean trees. Their nest hollows
can be 20 to 30 meters above the ground. The female eclectus parrot almost never leaves
the vicinity of her nest, relying on the male birds to bring her food. If disturbed, she flies
off with cries to a nearby tree, but returns as soon as it is safe. Even when the chicks are
fledged, she continues to return and jealously guard her nest. Eclectus parrots live on a diet
of fruit, seeds, leaf buds, blossoms, and nectar. A number of male parrots feed the female
at the nest entrance, and she in turn, feeds her chicks. The female lays two eggs in spring.
SENTENCES
Eggs hatch in about 30 days and the chicks leave the nest around three months. Many
chicks are lost to predators, especially pythons, or are drowned when heavy rain fills the nest
hollow. In the past eclectus parrots have fallen victim to poachers and the lucrative bird-
smuggling trade. The near extinction of these beautiful birds has been prevented because
of laws for the protection of wildlife, and the successful breeding of these parrots in captivity.
Research continues into the complex social systems and the breeding habits of the wild
eclectus parrot.
2. Write two paragraphs about two of the following items. You will need to say
what each looks like and what it does. You may choose to illustrate.
a hot-air balloon a windmill a suspension bridge a parachute
SENTENCES
e. Hawaii may have the best surf in the world, but Australia has the best surfers.
Wordworks
This set of materials is designed for use by students, working
independently or in pairs, to improve their grammar knowledge.
in, monitor,
Teachers (and helpers) tra
needed.
scaffold, and intervene as
nts are
During each session, stude Students will become familiar with the terms:
tionaries.
encouraged to use their dic
hievement Antonyms Base words
A Wordworks record of ac
as a personal Compound sentences Word building
matrix can be maintained
by students.
record of cards completed Nouns Prefixes
learning
The emphasis is always on Adjectives Suffixes
ing, not on
and reflecting on that learn Plurals Principal clauses
leted by any
the number of cards comp Verbs Adjectival clauses
one student.
Adjectival phrases Adverbial clauses
Adverbial phrases Noun clauses
Materials and
Preparing the es 14 0 1 45 ) onto cardstock
sk cards (pag
1. Copy the ta
rability.
laminate for du a sm all box. (A gift
box is
d sto re in
cards an
2. Cut out the
ideal.) h the
e info rm ation on this page wit
ore th
3. Copy and st
per
materials.
ag e 13 9 ) su fficient for one
gress chart (p workbook.
4. Copy the pro dents to glue it into a specified
student. Ask st
u lors the
d an d co rrec te d, the student co
complete
5. As a card is u m ber on the prog
ress chart.
correspo n d ing n
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Wordworks Wordworks
3 ADJECTIVE-FORMING 4 VERB-FORMING
SUFFIXES SUFFIXES
Add the correct suffix able, ful, or ic. Add the correct suffix ize or en.
(Spelling may change on some words.)
terror familiar
rely hand
hard social
doubt acrobat
glad straight
avail optimist
legal patron
joy care
soft flat
idiot agree
wide light
change pessimist
Wordworks Wordworks
Wordworks Wordworks
9 ANTONYMS 10 PREFIXES
Add the correct prefix Add the correct prefix under or up.
un or in (meaning not).
neath start
visible attentive
sized roar
sure credible
grade weight
available fortunate
cover nourished
direct equal
right set
fertile capable
stand date
changing balanced CHECK MEANINGS
Wordworks Wordworks
Wordworks Wordworks
15 PREFIXES 16 PREFIXES
The prefix tri means three. The prefix bi means two.
What do these words mean? What do theses words mean?
triangle triple bicycle bicentennial
tricolor triad biannual bifocal
tricycle triceps biennial biplane
triplets triennial binoculars bisect
tripod trident bilingual bilateral
Wordworks Wordworks
17 COMPOUND 18 PREFIXES
SENTENCES Write the opposites of these words by
Write compound sentences using prefixes un or dis.
using the following: pleased regard
and wanted clean
but believe credit
so deserved armed
or like place
yet
Wordworks Wordworks
You may like to refer to the You may like to refer to the
Index of Useful Phrases. Index of Useful Phrases.
Wordworks Wordworks
You may like to refer to the You may like to refer to the
Index of Useful Phrases. Index of Useful Phrases.
Wordworks Wordworks
Put the pot of spaghetti (where). Wait (where) until the rain stops.
We are going to a street carnival (when). The book (which) was fascinating.
She polished the kettle (which). Lightning flashed (when).
Lean your bike (where). The children (which) were singing (how).
She spoke (how). Mom is cooking eggs (why).
The coat (which) was thrown (where). (when) I spoke to the swimmer (which).
You may like to refer to the You may like to refer to the
Index of Useful Phrases. Index of Useful Phrases.
Wordworks Wordworks
Wordworks Wordworks
Wordworks Wordworks
Wordworks Wordworks
about birds among the trees beside the river from the window
above the city around the pasture between the trees further away
across the bridge at the circus by the house in the snow
after school before the party down the street into a hole
against the wall behind the cupboard during the night near the cave
along the road below the waves for a friend next to me
Wordworks Wordworks
Wordworks Wordworks
Wordworks Wordworks
Grammar Flaps
This set of materials is designed for use by students, working in pairs or in a small
group, to improve their grammar knowledge.
Preparation of Materia
ls
1. Copy all the Gramm
ar Flaps (pages 14715
Laminate for durability. 1) onto cardstock.
Cut out all the cards.
2. Cut along the dash
ed line of each card. At
line on the Grammar Fl tach this bottom strip to
aps card to make a flap the
that covers the answer
3. Do this by placing a s.
piece of sticky tape on
the underside of the fla
p.
point value
How to Play
1. Two players challenge each other to a game.
2. Shuffle the cards and place facedown between the two players. Place a box of
counters on the table also.
3. Player 1 draws the top card, and asks Player 2 the question or directions.
(Example: 4 pointsWhat is the past tense of these verbs?) For each correct
answer, the Player 1 gives Player 2 a counter. Player 1 checks the answers by
lifting the flap.
4. Some cards are marked with a spelling bonus. This means that a player can
win an additional point for each answer correctly spelled.
5. Player 2 now has a turn asking the question.
6. When all cards have been played, the players count all the counters that they
have won. The player with the most counters wins.
(Note: This game may be played by a small group. In this case, a player would ask
the person on his or her left for an answer.)
Grammar Flaps
5. a ___ of seagulls 4. daisy
6. a ___ of people
6 4
Grammar Flaps
4. peach
5. knife
5 4
Teacher Created Resources, Inc. 147 #2437 Targeting Grammar
Name a person who: What is the adjectival form
of these words?
(Spelling must be correct.)
1. performs in a movie
1. adventure
2. writes novels
2. change
3. constructs houses
3. person
4. performs on their own
Grammar Flaps
Grammar Flaps
4. hunger
5. space
4 5
Grammar Flaps
4. appearance
6. rich
5. responsible
6 5
#2437 Targeting Grammar 148 Teacher Created Resources, Inc.
Complete these similes: Spell the missing word:
there or their.
1. as light as a ______ 1. W
e went ___ to see the
fossils.
2. as heavy as ______
2. T
he students took ___
3. as white as ______ notebooks.
4. as pretty as a ______ 3. _
__ was no reason to
Grammar Flaps
Grammar Flaps
be scared.
1. feather 2. lead
1. there 2. their 3. There
3. snow 4. picture
4 3
Grammar Flaps
3. grow 6. swim
6 6
Teacher Created Resources, Inc. 149 #2437 Targeting Grammar
What is the noun form of Form adverbs from
these verbs? these adjectives:
1. operate 1. usual
2. signify 2. patient
3. gather 3. grateful
4. advertise
Grammar Flaps
Grammar Flaps
4. fortunate
5. qualify
5 4
Grammar Flaps
4 5
#2437 Targeting Grammar 150 Teacher Created Resources, Inc.
What are the missing What is the missing word
prepositions? which, that, or who?
1. He hit the ball ___ the fence. 1. Is this the ring ___ you lost?
2. She ran ___ the street to the 2. She wrote a book, ___ is now a
other side. best seller.
3. He leaned his bike ___ the wall. 3. Youll never guess ___ phoned me!
4. Would you like a cup ___ tea? 4. It is a game ___ required four
Grammar Flaps
Grammar Flaps
5. A marching band came ___ the players.
corner. 5. A philatelist is someone ___ likes
6. The car skidded ___ a stop. to collect stamps.
4 3
Grammar Flaps
6 6
Teacher Created Resources, Inc. 151 #2437 Targeting Grammar
TEACHING NOTES FACT FINDERS
Fact Finders
Fact Finders is a set of materials designed for use by a whole class, with students
working in pairs. It supports the development of language use, vocabulary, and
grammar. Dictionary skills support this work.
Preparation of Materia
ls
1. Copy all the materia
ls (pages 154183) on
durability. to cardstock. Laminate
for
2. Cut out the Fact Fi
nders cards (pages 16918
3), and stack in a box.
3. Cut out the Fact Fi
nders words and meanings
There are eight words/m (pages 154168).
eanings per set, with a
to a Fact Finders card nu mber corresponding
. Place these in envelop
them. Store the envelop es and clearly number
es in the box with the Fa
(Tip: Place a strip of sti ct Finders cards.
cky tape over the adhe
students cant seal the sive on the envelope, so
envelope after use.)
4. Copy the Progress
Chart (page 153)suffic
Ask students to glue int ient for one per student
o a specified workbook .
.
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
scrutiny 1
close examination 1
distant 1
far away; aloof 1
ovation 1
great applause 1
congregate 1
gather or crowd together 1
skiff 1
small, light boat 1
vanilla 1
flavoring used in food 1
tantalize 1
tempt 1
detergent 1
cleaning product 1
Fact Finders 2
figure 2
a shape or form 2
artificial 2
not natural 2
mature 2
ripe, fully grown 2
puffin 2
seabird with a colored bill 2
secluded 2
quiet and private 2
detective 2
person investigating crimes 2
umpire 2
judge in a game or dispute 2
inexpensive cheap 2 2
turnstile 3
revolving gate 3
incubator 3
warm box for hatching eggs 3
rickshaw 3
two-wheeled cart drawn by one person 3
rogue 3
rascal or cheat 3
halter 3
rope for leading a horse 3
attend 3
to be present 3
horizon 3
where the earth meets the sky 3
diagram 3
sketch, plan, or illustration 3
Fact Finders 4
monarch 4
king, queen, or chief ruler 4
brittle 4
easily broken, fragile 4
simulate 4
to pretend or imitate 4
vegetation 4
plant life 4
authentic 4
real, genuine 4
mermaid 4
legendary sea-woman 4
oilskins 4
waterproof clothes 4
hurricane 4
storm with violent wind 4
parrot 5
brightly colored bird 5
aviary 5
large bird cage 5
sleet 5
partly frozen rain 5
prank 5
a mischievous joke or trick 5
genius 5
a very, very clever person 5
marathon 5
a very long race 5
gait 5
a way or manner of walking 5
chronicle 5
list events in order of time 5
Fact Finders 6
sapling 6
a young tree 6
shrivel 6
wither or become wrinkled 6
similar 6
alike or nearly the same 6
slink 6
creep or sneak about 6
strenuous 6
needing effort and hard work 6
subterranean underground 6 6
symphony 6
musical piece for orchestra 6
splendid 6
magnificent, grand 6
custom 7
habit, something usually done 7
mystery 7
something not understood 7
smolder 7
burn slowly without a flame 7
satellite 7
object in orbit around Earth 7
nectar 7
collected from flowers by bees 7
nutmeg 7
hard nut used as a spice 7
auburn 7
golden brown color 7
average 7
midway between high and low 7
Fact Finders 8
tough 8
hard to break or cut 8
tabulate 8
arrange in the form of a list 8
knuckles 8
finger joints 8
karate 8
Japanese form of self-defense 8
pygmy 8
member of an African tribe 8
popular 8
widely liked by others 8
boisterous 8
rough and noisy 8
brandish 8
to wave something about 8
embarrass 9
make one feel uncomfortable 9
nocturnal 9
active at night time 9
saber 9
heavy, slightly curved sword 9
collate 9
put together in order 9
antagonize 9
make angry 9
purchase 9
to buy, pay for 9
scheme 9
a plan of action 9
snicker 9
give a rude laugh or giggle 9
Fact Finders 10
timid 10
easily frightened 10
violet 10
small, purple flower 10
retaliate 10
get even, take revenge 10
scribe 10
a writer or author 10
twilight 10
soft light in the sky after sunset 10
edgy 10
anxious, nervous 10
rickety 10
weak or shaky 10
stingy 10
not generous 10
incredible 11
hard to believe 11
bric-a-brac 11
various old-fashioned ornaments 11
byte 11
unit of information on computer 11
ballad 11
poem or song telling a story 11
triangle 11
a three-sided figure 11
perimeter 11
outside edge of a shape 11
peak 11
to reach the highest point 11
porpoise 11
sea mammal, blackish on top 11
Fact Finders 12
crestfallen 12
disappointed or sad 12
conquer 12
overcome by force 12
chalet 12
mountain cottage 12
cicada 12
large, flying insect 12
sampan 12
small Chinese boat 12
scholar 12
a student or pupil 12
swelter 12
to feel very hot 12
snorkel 12
tube for breathing air in water 12
parasol 13
small sun umbrella 13
dwarf 13
someone shorter than normal 13
obedient 13
doing as one is told 13
robust 13
strong and healthy 13
grimace 13
a facial expression of disgust 13
lopsided 13
bigger on one side than the other 13
ache 13
continuous pain 13
Fact Finders 14
placid 14
calm or peaceful 14
evergreen 14
having leaves all year round 14
climax 14
most important exciting point 14
funeral 14
service held for dead person 14
nomad 14
a wanderer 14
rescue 14
to save from danger 14
vocabulary 14
words used by someone 14
investigate 14
examine closely 14
Stetson 15
hat often worn by cowboys 15
trespass 15
to enter without permission 15
bowling 15
game using pins and a ball 15
capsize 15
turn over a boat 15
filthy 15
very dirty 15
penalty 15
price paid for breaking rules 15
terminus 15
final bus or train station 15
aquarium 15
glass fish tank 15
Fact Finders 16
locate 16
to find where something is 16
kilt 16
tartan skirt worn in Scotland 16
tornado 16
violent whirlwind 16
tinge 16
color slightly 16
hammock 16
a hanging bed 16
blossom 16
a flower 16
alligator 16
large reptile, like a crocodile 16
yearling 16
one-year-old animal 16
decorate 17
make bright or pretty 17
dais 17
raised platform or stage 17
disembark 17
leave a ship, bus, or plane 17
dormitory 17
a building with many sleeping rooms 17
dwelling 17
place where someone lives 17
dike 17
bank built to hold back the sea 17
duel 17
fight/contest between two people 17
dingy 17
looking shabby; dull-colored 17
Fact Finders 18
beckon 18
signal by waving hand 18
bald 18
without hair 18
brawny 18
strong and muscular 18
break 18
to smash; fall to pieces 18
beggar 18
a person who begs 18
bogus 18
not real; untrue 18
buoy 18
a floating object anchored in the water 18
bamboo 18
tree-like plant with hollow stem 18
debris 19
scattered wreckage 19
specimen 19
one thing taken as a sample 19
sinister 19
evil-looking, threatening 19
wrangle 19
argue noisily 19
warn 19
inform someone of danger 19
elevate 19
to lift up 19
energetic 19
very active 19
Fact Finders 20
pellet 20
little ball; like a pill 20
jasmine 20
flowering shrub 20
junction 20
a joining or meeting place 20
abundant 20
plentiful 20
adversary 20
opponent, enemy 20
regular 20
orderly, even 20
visible 20
able to be seen 20
vicinity 20
neighborhood, place nearby 20
imminent 21
about to happen 21
mural 21
painting on a wall 21
whirl 21
turn or spin quickly 21
hovercraft 21
vehicle that rides on air 21
feign 21
pretend 21
marigold 21
a plant with yellow flowers 21
solar 21
concerning the sun 21
Fact Finders 22
delicate 22
fine, dainty 22
hazy 22
slightly misty or smoky 22
refuge 22
place of safety, shelter 22
walnut 22
nut-bearing tree 22
chafe 22
to rub, irritate 22
radish 22
small, red salad vegetable 22
kink 22
a twist in a rope or hose 22
viaduct 22
a bridge across a valley 22
victory 23
the winning of a contest 23
lobster 23
a shellfish with strong claws 23
evacuate 23
to go out, leave empty 23
dawn 23
daybreak, sunrise 23
insolent 23
rude and insulting 23
rotate 23
turn like a wheel 23
aroma 23
fragrance, smell 23
cylinder 23
object shaped like a roller 23
Fact Finders 24
cushion 24
stuffed bag or soft pillow 24
tangle 24
muddled, twisted mess 24
yacht 24
a light, swift sailboat 24
mute 24
unable to speak 24
journalist 24
newspaper reporter 24
keel 24
bottom ridge of ships frame 24
scurry 24
scamper, run hurriedly 24
moist 24
damp, slightly wet 24
foreboding 25
feeling something is about to happen 25
fascinate 25
attract and hold interest 25
falter 25
to stumble or hesitate 25
flexible 25
easily bent or stretched 25
familiar 25
well-known 25
fault 25
weakness/reason to blame 25
fudge 25
soft, sweet, creamy candy 25
figment 25
something thats imaginary 25
Fact Finders 26
squadron 26
section of the air force/navy 26
stadium 26
sports arena 26
peevish 26
cross or irritable 26
chunk 26
large lump or slice 26
census 26
official count of the population 26
winch 26
machine for pulling rope 26
occupy 26
to live in 26
onion 26
vegetable with bulbous root 26
fillet 27
fish/meat without the bones 27
fugitive 27
someone who is running away 27
zany 27
funny in a silly, crazy way 27
russet 27
reddish-brown in color 27
hibiscus 27
flowering shrub or tree 27
fallacy 27
misleading or false idea 27
crumpet 27
flat cake to be toasted and buttered 27
avenue 27
a broad street or road 27
Fact Finders 28
fidget 28
to move about restlessly 28
melody 28
sweet music, tune 28
ravenous 28
very hungry 28
rugged 28
uneven and rough 28
unkempt 28
untidy, not combed 28
unruly 28
hard to manage, untamed 28
vermin 28
animals/insects that are pests 28
verify 28
to prove to be true 28
sanctuary 29
a place of safety 29
salmon 29
a large pink-fleshed fish 29
spectator 29
a person who looks on or watches 29
soprano 29
the highest singing voice 29
sphere 29
a globe or ball 29
suffocate 29
choke by stopping the breath 29
skunk 29
furry animal with a bad smell 29
senior 29
older or more experienced 29
Fact Finders 30
wary 30
cautious, on the lookout 30
prohibit 30
to forbid 30
duet 30
piece of music for two people 30
judge 30
to give an opinion 30
rhinoceros 30
large, horned, thick-skinned animal 30
oasis 30
green, fertile place in desert 30
nowadays 30
in this present time 30
pelican 30
waterbird with pouch under bill 30
act Finders
F 2
act Finders
F 4
act Finders
F 6
act Finders
F 8
act Finders
F 10
act Finders
F 12
act Finders
F 14
act Finders
F 16
act Finders
F 18
act Finders
F 20
act Finders
F 22
act Finders
F 24
act Finders
F 26
act Finders
F 28
act Finders
F 30
Word Challenge
This set of materials is designed for use by students, working in a group of five, to
improve their knowledge of suffixes.
Preparation
Copy, cut, and laminate
the four game boards (p
call cards (page 187). ages 185186) and the
The game requires fou
Each player requires 12 r players, a timer, and
colored counters. a caller.
How to Play
1. Each player chooses a Word Challenge game board and 12 counters.
2. The caller selects a Word Challenge call card and reads the first (bold) word in
the list.
3. The players are challenged to form a new word by adding a suffix from their
Word Challenge game board. The caller allows the players 20 seconds to do
this.
4. If a player can form a new word, and the caller confirms that the word is on
the list, a counter is placed on that suffix on the Word Challenge game board.
(Note: Not all players will be able to form a new word each time.)
5. The caller continues to read the bold words from the list, one at a time,
challenging the players to form a new word by using a suffix from their boards.
6. A player may only place one counter each time the caller reads a word from
the list.
7. The first player to place all of his or her counters on the board is the winner. The
caller may begin calling the words again if no one has placed their 12 counters.
Continue until there is a winner.
8. If a second game is played, the winner of the first game may become the caller,
using a different Word Challenge call card.
al ed ment ance
fy ence ing en
ing en able ed
or ly tion ant
2. Add a or an or the.
a. I saw ____ girls going into ____ dress shop.
b. ____ shy creature lived in ____ sandy cave.
c. I had to wait ____ hour for ____ bus to ____ city.
d. This is ____ photo of ____ Swiss Alps.
e. She has ____ orange and ____ apple in her lunch box.
f. ____ wild horses galloped across ____ grassy plain.
a ab ad after ante
on, in, into, to off, away, from direction, addition afterwards before in space/
time
dys e en epi eu
difficulty, poor variant of ex in, into near, to, against, above, good, well
condition after, in addition to
il im in inter mis
variant of in variant of in not between mistaken, wrong,
negation
Adjective-forming suffixes
Noun-forming suffixes
Adverb-forming suffixes
lego lectus read, gather, choose collect, recollect, dialect, elect, elegant, eligible, elite, legible,
illegible, lectern, lecture, legend, neglect, college
liber free liberate, liberal, liberty, deliberate, Libra
locus a place locality, local, locate, dislocate, location, locomotive
loquor I speak eloquent, eloquence, elocution, loquacious
lumen light illuminate, luminous
luna moon lunar, lunatic
magnus great magnitude, magnificent, magnate, main, magnify, magnanimous
manus the hand manual, manacle, manage, manipulate, manuscript, manufacture
mater mother maternal, maternity, matriarch
memor mindful memento, memoirs, memorable, memory, remember, reminisce
mens mentis the mind mental, mentality, mention, mentor, demented, human, woman
metior mensus I measure immense, meter
barometer, chronometer, diameter, perimeter, micrometer,
metron a measure
symmetry, asymmetric
migrate, migrant, immigrant, immigration, emigrate, emigration,
migro I wander
migratory, transmigrate
micros very small microbe, microscope, microfiche, microcosm
minor small minus, minimum, minority, minute, miniscule
mito missus I send transmit, transmitter, emit, missile
mors death mortal, mortally, mortality, mortuary, immortal, mortgage
multus many multiply, multitude
muto I change commute, mutate, mutation, mutual
natus I am born nature, natural, unnatural, innate, native, nativity, natal
navis a ship naval, navy, navigate, navigation
nomen a name name, nominate, numeral, enumerate, numerator, nominal
octo eight octagon, octagonal, octopus, octave, October
oculaus an eye ocular, oculist, binoculars
omnis all omnibus, omnipotent, omnivore, omnivorous
opto I desire option, optional, adopt, adoption, opt
orbis circle orbit, exorbitant
origine beginning originate, original, aborigine, aboriginal
ovum an egg oval, ovate, ovum, ovary, ovarian
paleo old, ancient palaeontology, palaeontologist, palaeography, Palaeolithic
pars partis part department, departmental, compartment, apartment, partial,
particle, separate, partition