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 Teacher Created Resources, Inc. The classroom teacher may reproduce copies of materials in this book for classroom use only. Reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

6421 Industry Way Westminster, CA 92683 www.teachercreated.com

ISBN: 978-1-4206-2437-3 © 2009 Teacher Created Resources, Inc. Made in U.S.A.

5 Introduction . . . . . . . . . . . . . . 6 How to Use This Book . . . . . . 7 Assessment Records . . . . . . . . . 15 Games & Activities Matrix 16 Standards . . . . . . . . . . . . . . .

Section 1  

Student Page 22 (Adjectives with Suffixes 2) . . . 47 Student Page 23 (Antonyms 1) . . . . . . . . . . . . . . 48 Student Page 24 (Antonyms 2) . . . . . . . . . . . . . . 49 Student Page 25 (Adjectives of Degree 1) . . . . . 50 Student Page 26 (Adjectives of Degree 2) . . . . . 51 Student Page 27 (Homographs & Homophones) . . 52 Student Page 28 (Adjectives in Similes) . . . . . . . 53 Student Page 29 (Adjectives in Context) . . . . . . 54 Assessment (Adjectives) . . . . . . . . . . . . . . . . . . . 55

NOUNS . . . . . . . . . . . . . . . . . . . . . . 17 Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Student Page 1 (Nouns) . . . . . . . . . . . . . . . . . . . . 20 Student Page 2 (Common Nouns) . . . . . . . . . . . . 21 Student Page 3 (Singular and Plural Nouns 1) . . 22 Student Page 4 (Singular and Plural Nouns 2) . . 23 Student Page 5 (Proper Nouns) . . . . . . . . . . . . . . 24 Student Page 6 (Compound Nouns) . . . . . . . . . . 25 Student Page 7 (Collective Nouns) . . . . . . . . . . . 26 Student Page 8 (Possessive Nouns—Singular) . . 27 Student Page 9 (Possessive Nouns—Plural) . . . . 28 Student Page 10 (Verbal Nouns) . . . . . . . . . . . . . 29 Student Page 11 (Abstract Nouns 1) . . . . . . . . . . 30 Student Page 12 (Abstract Nouns 2) . . . . . . . . . . 31 Student Page 13 (Noun Phrases) . . . . . . . . . . . . . 32 Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Student Page 14 (Articles) . . . . . . . . . . . . . . . . . . 34 Student Page 15 (Nouns with Suffixes 1) . . . . . . 35

PRONOUNS . . . . . . . . . . . . . . . . . . 57 Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Student Page 30 (Personal Pronouns) . . . . . . . . . 60 Student Page 31 (Pronouns—Person) . . . . . . . . . 61 Student Page 32 (Possessive Pronouns) . . . . . . . 62 Student Page 33 (Interrogative Pronouns) . . . . . 63 Student Page 34 (Indefinite Pronouns) . . . . . . . . 64 Student Page 35 (Pronouns—Cohesive Ties 1) . 65 Student Page 36 (Pronouns—Cohesive Ties 2) . 66 Assessment (Pronouns) . . . . . . . . . . . . . . . . . . . 67

VERBS . . . . . . . . . . . . . . . . . . . . . . 69

Student Page 16 (Nouns with Suffixes 2) . . . . . . 36 Assessment (Nouns) . . . . . . . . . . . . . . . . . . . . . . 37

Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Student Page 37 (Verbs) . . . . . . . . . . . . . . . . . . . 72 Student Page 38 (“Saying” Verbs) . . . . . . . . . . . 73 Student Page 39 (“Being” and “Having” Verbs) . 74 Student Page 40 (“Helping” Verbs 1) . . . . . . . . . 75 Student Page 41 (“Helping” Verbs 2) . . . . . . . . . 76 Student Page 42 (Verbs—Contractions) . . . . . . . 77 Student Page 43 (Verbs—Subject Agreement) . . 78 Student Page 44 (Verbs—Contractions) . . . . . . . 79 Student Page 45 (Verbs—Infinitives) . . . . . . . . . 80

ADJECTIVES . . . . . . . . . . . . . . . . . . 39 Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Student Page 17 (Describing Adjectives 1) . . . . .42 Student Page 18 (Describing Adjectives 2) . . . . .43 Student Page 19 (Number Adjectives) . . . . . . . . 44 Student Page 20 (Verbal Adjectives) . . . . . . . . . . 45 Student Page 21 (Adjectives with Suffixes 1) . . . 46 #2437 Targeting Grammar

Contents

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Section 1  

Contents SENTENCES . . . . . . . . . . . . . . . . . 115

Verb Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Student Page 46 (Verbs—Tense 1) . . . . . . . . . . . 83 Student Page 47 (Verbs—Tense 2) . . . . . . . . . . . 84 Student Page 48 (Verbs in Narrative) . . . . . . . . . 85 Student Page 49 (Verbs in Reports) . . . . . . . . . . 86 Student Page 50 (Verbs in Procedures) . . . . . . . . 87 Student Page 51 (Verbs with Suffixes 1) . . . . . . . 88 Student Page 52 (Verbs with Suffixes 2) . . . . . . . 89 Student Page 53 (Homographs and Homophones) . . . . . . . . . . . . . 90 Assessment (Verbs) . . . . . . . . . . . . . . . . . . . . . . . 91

Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Student Page 66 (Sentences) . . . . . . . . . . . . . . . 118 Student Page 67 (Sentences—Statements) . . . . 119 Student Page 68 (Sentences—Questions) . . . . . 120 Student Page 69 (Sentences—Exclamations) . . 121 Student Page 70 (Sentences—Commands) . . . 122 Student Page 71 (Sentences—Subject and Predicate) . . . . . . . . . . . . 123 Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Student Page 72 (Compound Sentences) . . . . . 125 Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Student Page 73 (Complex Sentences 1) . . . . . 127 Student Page 74 (Complex Sentences 2) . . . . . 128 Student Page 75 (Adverbial Clauses) . . . . . . . . 129 Student Page 76 (Adjectival Clauses) . . . . . . . . 130 Student Page 77 (Noun Clauses) . . . . . . . . . . . . 131 Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Student Page 78 (Sentences in Dialogue) . . . . . 133 Student Page 79 (Sentences—Paragraphs) . . . . 134 Assessment (Sentences) . . . . . . . . . . . . . . . . . . 135

ADVERBS . . . . . . . . . . . . . . . . . . . . 93 Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Student Page 54 (Adverbs—Manner, Time, Place 1) . . . . . . . . . . . 96 Student Page 55 (Adverbs—Manner, Time, Place 2) . . . . . . . . . . . 97 Student Page 56 (Adverbs—Intensify and Modify) . . . . . . . . . . . . 98 Student Page 57 (Adverbs Showing Degree) . . . 99 Student Page 58 (Adverbs Ending in –ly) . . . . . 100 Student Page 59 (Adverbs—Antonyms) . . . . . . 101 Student Page 60 (Interrogative Adverbs) . . . . . 102 Assessment (Adverbs) . . . . . . . . . . . . . . . . . . . 103

PREPOSITIONS & PHRASES . . . . . 105 Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Student Page 61 (Prepositions & Phrases) . . . . 108 Student Page 62 (Prepositions) . . . . . . . . . . . . . 109 Student Page 63 (Adjectival Phrases) . . . . . . . . 110 Student Page 64 (Adverbial Phrases) . . . . . . . . 111 Student Page 65 (Noun Phrases) . . . . . . . . . . . . 112 Assessment (Prepositions & Phrases) . . . . . . 113 ©Teacher Created Resources, Inc.

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Section 2  

Contents

GAMES & ACTIVITIES . . . . . . . . . . . . . . . 137 WORDWORKS Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Progress Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 GRAMMAR FLAPS Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 FACT FINDERS Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Progress Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Word Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Activity Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

152 153 154 169

WORD CHALLENGE Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Game Boards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Call Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

GRAMMAR TASK CARDS Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Prepositions & Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

188 190 192 194 196 198 200

WORD BANKS Homographs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Prefixes (Word Meaning) . . . . . . . . . . . . . . . . . . . . . . . . . . Suffixes (Adjective-Forming) . . . . . . . . . . . . . . . . . . . . . . . Suffixes (Noun-Forming) . . . . . . . . . . . . . . . . . . . . . . . . . . Suffixes (Adverb-Forming) . . . . . . . . . . . . . . . . . . . . . . . . Language Roots (Latin, Greek, etc.) . . . . . . . . . . . . . . . . .

202 203 204 208 209 210 211

ANSWER KEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 #2437 Targeting Grammar

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Nouns

to A Note her a the Te c A sentence is a meaningful chunk of language, complete in itself. It is bound by a capital letter and a period. Red dust covered the town. It leaked through doors and windows. Soon it lay thick on tables and chairs. We speak and, especially, write in sentences. A sentence is made up of a string of words, with each word having a particular job to do. Some words only have one job to do (e.g., and, the, a, but). Others have different jobs in different sentences (e.g., Red dust covered the town. She will dust the tables and chairs.). Some words, such as pronouns, also link ideas across sentences. Because they refer backwards and forwards to people and things, they tie ideas together and give text fluency and cohesion. A deep understanding of how words work enables speakers and writers to use language to communicate easily and successfully.

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Nouns are the words that name the people, places, animals, and things in sentences.

Carl went to the shop to buy

person

place

bones for his dog. things

animal

Different nouns have different jobs to do.

Common nouns name the everyday things around us. e.g., cup, horse, tree, arm, cheese, book, parrot, basket, clock, pie, pencil, car, rabbit, bridge, computer, soup

Verbal nouns are present participles used as nouns. e.g., Skiing is a winter sport. Let’s go bowling. Skating on thin ice is dangerous. Seeing is believing.

Abstract nouns give names to the thoughts and feelings within our hearts and minds. e.g., love, hope, despair, gratitude, anger, joy, beauty, greed Nouns may be singular or plural.

Proper nouns give people, places,

Singular nouns name one thing.

objects, and events their given or special names. They are easily recognized because they always begin with a capital letter. e.g., Jane, Mars, Olympic Games, Sydney, T-mart, Ayres Rock, Sunday, Christmas, April, Swan River, India

e.g., box, train, football, flower, match, rose

Compound nouns are made by joining two words together. e.g., snowflake, heartbeat, tablecloth, sandcastle, butterscotch, basketball

Possessive nouns show ownership. An apostrophe is always used. e.g., Jack’s horse, children’s shoes, the teacher’s book, Dad’s beard, the cats’ whiskers, six hens’ eggs Collective nouns are names given to groups of person or things. e.g., flock (of birds), herd (of cows), crowd (of people), school (of fish), swarm (of bees)

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Plural nouns name more than one thing. e.g., boxes, trains, footballs, flowers, matches, roses Most plural nouns are formed by adding “s” or “es” to the singular noun. Some plural nouns are formed by changing the vowels or adding “en.” e.g., foot—feet, man—men, child—children Some words, French in origin, form their plural by adding “x.” e.g., gateau—gateaux Some nouns are both singular and plural. e.g., sheep, fish, deer Some nouns are only plural. e.g., trousers, scissors, cutlery, crockery

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TEACHING NOTES

NOUNS

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 straw hat

“The” is a definite article because it points to a known or particular thing. e.g., the sun, the moon, the boy by the door, the house on the hill, the last page

These noun phrases name the participants in text. 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 frightened boys sixteen hours later.

Noun-forming suffixes A suffix (word ending) changes the way a word is used in a sentence. Some suffixes added to words form nouns.

Articles

e.g., kindness, judgment, justice, intention, dancer, violinist, deliverance, babyhood

The articles “a,” “an,” and “the” are often used to introduce nouns phrases. “A” and “an” are indefinite articles because they don’t 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 all the time either in our speaking or in our writing. We ask for what we want. We explain things and tell others what we think and how we feel. Tell the students we need to understand how words work for us; how we play with them and manipulate them, so what we say and write is clear and eloquent and powerful. Tell them that there is some basic knowledge about how language works that they need to understand and apply in order to become effective language users. This basic underpinning of our language is called grammar. Explain also that many of them will have already mastered much of the grammar of our language.

• Tell them that you are going to talk about a group of words with a very simple job to do. They are the nouns. Write this word on the board. • Continue by saying that the nouns’ job is simply to name or label all the everyday things in our world. They name people, places, animals, things (objects), thoughts, and feelings. Explain that most of our spoken and written language is woven around the nouns. • Continue with a brainstorming session where the students identify everyday nouns under five categories. Begin a brainstorming chart. • Write lots of words to ensure the students understand the concept that nouns name people, animals, places, things, and feelings.

• Tell the students that the words we use when we speak and when we write have different jobs to do.

People

children teacher boys girls sister brother shopkeeper doctor

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Animals

cat dog horse giraffe elephant cow lion parrot

Places

school home house shop park farm river street

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Things

chalkboard chalk duster book bike car truck tree

Feelings love hope despair fear anger grief sadness joy

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STUDENT PAGE 1

Nouns name people, places, animals, feelings, and the everyday things around us.

NOUNS

Nouns

1. Underline the nouns in this nursery rhyme.

There was a crooked man who had a crooked smile.



He found a crooked sixpence upon a crooked stile.



He bought a crooked cat that had a crooked mouse.



And they all lived together in a little crooked house.

CHECK… Does this word name something?

2. Now try underlining the nine nouns in this extract from the poem, “Killarney.”

Killarney’s hills are purple still



In shadowed mists they lie



Till dawn creeps in with fingers chill



And the magpie’s 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.

broken



slippery



rough 



terrible



fantastic



dirty



sleepy



plump



mighty 



creamy



baggy



bizarre 



happy



bony



heavy 

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STUDENT PAGE 2

Common Nouns

1. Add a common noun. The word in parentheses will help you.

a. Dairy farmers send creamy __________________ to the butter factory.



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)

(thing)

2. How many common nouns can you spot in each sentence?

a. With beating hearts and trembling knees, they crept towards the dark cave. _____



b. I need butter, sugar, eggs, milk, vanilla, and flour to make this cake.

_____



c. I visited my aunt and uncle who live on a farm in the country.

_____



d. The camel-traders rode across the desert under a blazing sun.

_____



e. We watched the launching of a rocket into space on television.

_____



f. The woman couldn’t believe that he was ninety-years-old.

_____

3. Write three sentences. Include these pairs of common nouns:

chef, minestrone













geologist, rock

teenagers, laughter

4. Let’s pretend. You are walking along a sandy beach. Name some interesting things you can see.







































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NOUNS

Nouns that name everyday things are called common nouns. (Examples: farmer, goat, hunger, mountain, movie, statue, dentist, friend, fear, cow)

STUDENT PAGE 3

NOUNS

Singular and Plural Nouns 1

Most nouns can be both singular and plural. Singular nouns name one thing. (Examples: cow, peach, mother-in-law) Plural nouns name more than one thing. (Examples: cows, peaches, mothersin-law)

Most plural nouns are formed by adding “s” or “es” to the singular noun. Examples: bag, bags fox, foxes train, trains

1. Add a plural ending to the nouns.

a. The room was decorated with bowl___ of flower___ (rose___ and tulip___).



b. Pack all your old book___, toy___, and game___ into these cardboard box___.



c. Dad lost the car key___, but Mom found them behind some cushion___.



d. I bought two plum___, three orange___, four banana___, and two peach___.



e. Tourist___ arrive daily on plane___, train___, car___, and bus___. *Spelling alert!

Note the rules for forming the plural of nouns ending in “y.”

Change the “y” to “i” and add “es” when the letter before the “y” is a consonant. Examples: baby—babies lady—ladies

Just add “s” if the letter before the “y” is a vowel. Example: key—keys

2. Write the plural of the noun in parentheses. a. Many ______________________ (family) from other  come to America.

(country)



b. The __________________ (gully) are dry, but the 



c. Some of the ______________ (lady) were rocking their sleeping 

(baby).



d. Sara picked a bunch of red ______________ (poppy) and white 

(daisy).



e. Are there really 

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(valley) are green.

(fairy) at the bottom of the garden? 22

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